Richard A. Duschl

12.3k total citations · 7 hit papers
74 papers, 8.1k citations indexed

About

Richard A. Duschl is a scholar working on Education, Developmental and Educational Psychology and General Agricultural and Biological Sciences. According to data from OpenAlex, Richard A. Duschl has authored 74 papers receiving a total of 8.1k indexed citations (citations by other indexed papers that have themselves been cited), including 55 papers in Education, 37 papers in Developmental and Educational Psychology and 12 papers in General Agricultural and Biological Sciences. Recurrent topics in Richard A. Duschl's work include Science Education and Pedagogy (40 papers), Educational Strategies and Epistemologies (23 papers) and Education and Critical Thinking Development (19 papers). Richard A. Duschl is often cited by papers focused on Science Education and Pedagogy (40 papers), Educational Strategies and Epistemologies (23 papers) and Education and Critical Thinking Development (19 papers). Richard A. Duschl collaborates with scholars based in United States, United Kingdom and Sweden. Richard A. Duschl's co-authors include Jonathan Osborne, Richard E. Grandy, Ánxela Bugallo-Rodríguez, Drew H. Gitomer, Heidi A. Schweingruber, Andrew W. Shouse, Brian J. Reiser, Emmett L. Wright, Maeng Seungho and Mansoor Níaz and has published in prestigious journals such as SHILAP Revista de lepidopterología, Educational Psychologist and Journal of Research in Science Teaching.

In The Last Decade

Richard A. Duschl

71 papers receiving 7.0k citations

Hit Papers

align trajectories sort by overperformance

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Taking science to school: learning and teaching science in grades K-8

2008 1.8k citations Richard A. Duschl et al. Choice Reviews Online profile →
Supporting and Promoting Argumentation Discourse in Science Education

2002 798 citations Richard A. Duschl, Jonathan Osborne Studies in Science Education profile →
?Doing the lesson? or ?doing science?: Argument in high school genetics

2000 751 citations Richard A. Duschl et al. Science Education profile →
Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals

2008 668 citations Richard A. Duschl profile →
Inquiry in science education: International perspectives

2004 522 citations Richard A. Duschl et al. Science Education profile →
Restructuring Science Education: The Importance of Theories and Their Development

1990 370 citations Richard A. Duschl profile →
Taking science to school: Learning and teaching science in grades K-8. Committee on Science Learning, Kindergarten through 8th grade: National Research Council, Board on Science Education, Division of Behavioral and Social Sciences and Education

2007 343 citations Richard A. Duschl, Heidi A. Schweingruber et al. profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Richard A. Duschl United States	29	6.7k	4.4k	797	710	465	74	8.1k
Peter W. Hewson United States	24	6.4k 1.0×	3.5k 0.8×	762 1.0×	888 1.3×	214 0.5×	53	7.4k
Avi Hofstein Israel	36	6.2k 0.9×	2.3k 0.5×	496 0.6×	723 1.0×	265 0.6×	120	7.8k
Jan van Driel Netherlands	44	6.4k 0.9×	2.5k 0.6×	598 0.8×	512 0.7×	317 0.7×	164	7.6k
John K. Gilbert United Kingdom	37	5.1k 0.8×	2.7k 0.6×	399 0.5×	785 1.1×	274 0.6×	86	6.5k
Sandra K. Abell United States	29	5.2k 0.8×	2.4k 0.5×	950 1.2×	713 1.0×	158 0.3×	80	6.1k
Elizabeth A. Davis United States	33	4.7k 0.7×	2.8k 0.6×	601 0.8×	408 0.6×	500 1.1×	85	5.9k
Kenneth Tobin United States	50	5.6k 0.8×	2.2k 0.5×	641 0.8×	696 1.0×	166 0.4×	224	7.0k
Rosalind Driver United Kingdom	32	8.1k 1.2×	5.0k 1.1×	665 0.8×	1.4k 2.0×	240 0.5×	46	9.3k
James H. Shea United States	5	4.9k 0.7×	2.6k 0.6×	1.2k 1.5×	720 1.0×	179 0.4×	28	6.1k
Shirley Simon United Kingdom	22	5.3k 0.8×	3.6k 0.8×	392 0.5×	681 1.0×	152 0.3×	46	6.4k

Countries citing papers authored by Richard A. Duschl

Since Specialization

Citations

This map shows the geographic impact of Richard A. Duschl's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Richard A. Duschl with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Richard A. Duschl more than expected).

Fields of papers citing papers by Richard A. Duschl

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Richard A. Duschl. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Richard A. Duschl. The network helps show where Richard A. Duschl may publish in the future.

Co-authorship network of co-authors of Richard A. Duschl

This figure shows the co-authorship network connecting the top 25 collaborators of Richard A. Duschl. A scholar is included among the top collaborators of Richard A. Duschl based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Richard A. Duschl. Richard A. Duschl is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Duschl, Richard A.. (2022). Naturalizing the Nature of Science: A response to and acknowledgement of Klopfer & Aikenhead. Science Education. 106(3). 484–489. 2 indexed citations

Duschl, Richard A.. (2012). The Second Dimension-Crosscutting Concepts: Understanding a Framework for K-12 Science Education. The Science Teacher. 79(2). 34–38. 28 indexed citations

Duschl, Richard A. & Richard E. Grandy. (2012). Two Views About Explicitly Teaching Nature of Science. Science & Education. 22(9). 2109–2139. 210 indexed citations

Duschl, Richard A., et al.. (2011). Learning progressions and teaching sequences: a review and analysis. Studies in Science Education. 47(2). 123–182. 249 indexed citations

Duschl, Richard A. & Richard E. Grandy. (2011). Demarcation in science education: Toward an enhanced view of scientific method. 3–19. 14 indexed citations

Chinn, Clark A., Richard A. Duschl, Ravit Golan Duncan, Luke A. Buckland, & William J. Pluta. (2008). A microgenetic classroom study of learning to reason scientifically through modeling and argumentation. International Conference of Learning Sciences. 14–15. 17 indexed citations

Pluta, William J., Luke A. Buckland, Clark A. Chinn, Ravit Golan Duncan, & Richard A. Duschl. (2008). Learning to evaluate scientific models. International Conference of Learning Sciences. 411–412. 9 indexed citations

Duschl, Richard A., et al.. (2008). Taking science to school: learning and teaching science in grades K-8. Choice Reviews Online. 45(6). 45–3327. 1762 indexed citations breakdown →

Duschl, Richard A. & Richard E. Grandy. (2008). Teaching Scientific Inquiry. 219 indexed citations

10.

Duschl, Richard A., Andrew W. Shouse, & Heidi A. Schweingruber. (2007). What Research Says about K-8 Science Learning and Teaching.. Principal. 73(2). 16–22. 6 indexed citations

11.

Gitomer, Drew H. & Richard A. Duschl. (2007). chapter12 Establishing Multilevel Coherence in Assessment. Yearbook of the National Society for the Study of Education. 106(1). 288–320. 2 indexed citations

12.

Hsi, Sherry, et al.. (2004). Models of learning and theories of practice for informal learning environments. International Conference of Learning Sciences. 12–15. 7 indexed citations

13.

Adúriz–Bravo, Agustín, Richard A. Duschl, & Mercè Izquierdo i Aymerich. (2003). Science curriculum development as a technology based on didactical knowledge. 4(2). 64–69. 1 indexed citations

14.

Osborne, Jonathan, Mary Ratcliffe, Hannah Bartholomew, Sue Collins, & Richard A. Duschl. (2002). EPSE Project 3: Teaching Pupils Ideas-about-Science. Research Portal (King's College London). 84(307). 29–33. 1 indexed citations

15.

Duschl, Richard A. & Jonathan Osborne. (2002). Supporting and Promoting Argumentation Discourse in Science Education. Studies in Science Education. 38(1). 39–72. 798 indexed citations breakdown →

16.

Millar, Robin, John Leach, Jonathan Osborne, et al.. (2002). Towards Evidence-Based Practice in Science Education. Research Portal (King's College London). 84(307). 19–20. 8 indexed citations

17.

Duschl, Richard A. & Sibel Erduran. (1996). Modeling growth of scientific knowledge. Explore Bristol Research. 153–165. 1 indexed citations

18.

Erduran, Sibel & Richard A. Duschl. (1995). Using portfolios to assess students’ conceptual understanding of flotation and buoyancy. Bristol Research (University of Bristol).

19.

Duschl, Richard A.. (1989). Comments on “analyzing hierarchical relationships among modes of cognitive reasoning and integrated science process skills”. Journal of Research in Science Teaching. 26(5). 381–384. 3 indexed citations

20.

Duschl, Richard A.. (1983). The Equal‐Time Request: Implications towards Teachers and the Curriculum. School Science and Mathematics. 83(4). 299–306. 1 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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