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.
What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community
2003780 citationsJonathan Osborne, Sue Collins et al.profile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
hero ref
This map shows the geographic impact of Robin Millar'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 Robin Millar with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Robin Millar more than expected).
This network shows the impact of papers produced by Robin Millar. 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 Robin Millar. The network helps show where Robin Millar may publish in the future.
Co-authorship network of co-authors of Robin Millar
This figure shows the co-authorship network connecting the top 25 collaborators of Robin Millar.
A scholar is included among the top collaborators of Robin Millar 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 Robin Millar. Robin Millar is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Osborne, Jonathan & Robin Millar. (2017). PISA 2015: Findings and Some Implications for UK Science Education.. School science review. 98(365). 31–40.2 indexed citations
3.
Millar, Robin. (2014). Designing a Science Curriculum Fit for Purpose.. School science review. 95(352). 15–20.8 indexed citations
4.
Millar, Robin. (2014). Teaching about Energy: From Everyday to Scientific Understandings.. School science review. 96(354). 45–50.9 indexed citations
5.
Millar, Robin. (2012). Rethinking Science Education: Meeting the Challenge of "Science for All".. School science review. 93(345). 21–30.3 indexed citations
6.
Millar, Robin. (2012). Doing science : images of science in education. Routledge eBooks.2 indexed citations
7.
Millar, Robin & Ian Abrahams. (2009). Practical work: making it more effective. School science review. 91(334). 59–64.66 indexed citations
8.
Millar, Robin, et al.. (2006). La ciencia divulgativa: una forma diferente de enseñar y aprender ciencia. LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas). 20–29.3 indexed citations
9.
Ratcliffe, Mary, et al.. (2002). The nature of science education research. ePrints Soton (University of Southampton).1 indexed citations
10.
Millar, Robin & Andrew Hunt. (2002). Science for Public understanding: a different way to teach and learn science. School science review. 83(304). 35–42.18 indexed citations
11.
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
12.
Millar, Robin, John Leach, Jonathan Osborne, & Mary Ratcliffe. (2000). Evidence-based Practice in Science Education: A New Research Network. Research Portal (King's College London). 12–13.1 indexed citations
13.
Osborne, Jonathan & Robin Millar. (1998). Science Education for the Future: Which Way Now?..4 indexed citations
14.
Millar, Robin, Jonathan Osborne, & Mick Nott. (1998). Science education for the future : National curriculum review. School science review. 80(291). 19–24.98 indexed citations
15.
Millar, Robin. (1996). Designing a Curriculum for Public Understanding of Science.. Education in science.4 indexed citations
16.
Millar, Robin. (1996). Towards a science curriculum for public understanding. School science review. 77(280). 7–18.151 indexed citations
17.
Millar, Robin, et al.. (1994). Alternative frameworks or context-specific reasoning? Children's ideas about the motion of projectiles. School science review. 75(272). 27–34.11 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.