Ros Roberts

421 total citations
19 papers, 294 citations indexed

About

Ros Roberts is a scholar working on Education, Sociology and Political Science and Developmental and Educational Psychology. According to data from OpenAlex, Ros Roberts has authored 19 papers receiving a total of 294 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 4 papers in Sociology and Political Science and 4 papers in Developmental and Educational Psychology. Recurrent topics in Ros Roberts's work include Science Education and Pedagogy (10 papers), Education and Critical Thinking Development (8 papers) and Educational Assessment and Pedagogy (6 papers). Ros Roberts is often cited by papers focused on Science Education and Pedagogy (10 papers), Education and Critical Thinking Development (8 papers) and Educational Assessment and Pedagogy (6 papers). Ros Roberts collaborates with scholars based in United Kingdom and Türkiye. Ros Roberts's co-authors include Richard Gott, Judith Glaesser, Barry Cooper and Philip M. Johnson and has published in prestigious journals such as Higher Education, Research in Science Education and Assessment in Education Principles Policy and Practice.

In The Last Decade

Ros Roberts

19 papers receiving 249 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Ros Roberts United Kingdom 12 235 126 48 35 25 19 294
Jinhong Jung United States 8 234 1.0× 101 0.8× 61 1.3× 32 0.9× 34 1.4× 11 298
Brendan E. Callahan United States 5 257 1.1× 153 1.2× 28 0.6× 42 1.2× 27 1.1× 8 289
Silvija Markic Germany 11 286 1.2× 152 1.2× 29 0.6× 26 0.7× 28 1.1× 20 345
Ingrid Weiland United States 9 308 1.3× 149 1.2× 25 0.5× 42 1.2× 28 1.1× 14 335
Debra Tomanek United States 10 294 1.3× 118 0.9× 13 0.3× 14 0.4× 33 1.3× 19 335
Michele H. Lee United States 6 282 1.2× 120 1.0× 45 0.9× 24 0.7× 43 1.7× 10 310
Ryan S. Nixon United States 9 209 0.9× 62 0.5× 33 0.7× 23 0.7× 44 1.8× 21 248
Paula Cristina Cardoso Mendonça Brazil 7 218 0.9× 97 0.8× 30 0.6× 26 0.7× 12 0.5× 36 256
Mick Nott United Kingdom 7 271 1.2× 180 1.4× 24 0.5× 45 1.3× 27 1.1× 12 306
Nicos Papadouris Cyprus 12 265 1.1× 146 1.2× 16 0.3× 42 1.2× 8 0.3× 21 301

Countries citing papers authored by Ros Roberts

Since Specialization
Citations

This map shows the geographic impact of Ros Roberts'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 Ros Roberts with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ros Roberts more than expected).

Fields of papers citing papers by Ros Roberts

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ros Roberts. 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 Ros Roberts. The network helps show where Ros Roberts may publish in the future.

Co-authorship network of co-authors of Ros Roberts

This figure shows the co-authorship network connecting the top 25 collaborators of Ros Roberts. A scholar is included among the top collaborators of Ros Roberts 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 Ros Roberts. Ros Roberts is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

19 of 19 papers shown
1.
Roberts, Ros. (2017). Understanding evidence in scientific disciplines : identifying and mapping ‘the thinking behind the doing’ and its importance in curriculum development.. Durham Research Online (Durham University). 1 indexed citations
2.
Roberts, Ros. (2016). Understanding the validity of data: a knowledge-based network underlying research expertise in scientific disciplines. Higher Education. 72(5). 651–668. 5 indexed citations
3.
Roberts, Ros, et al.. (2015). The practical work challenge : incorporating the explicit teaching of evidence in subject content.. Durham Research Online (Durham University). 3 indexed citations
4.
Roberts, Ros & Philip M. Johnson. (2015). Understanding the quality of data: a concept map for ‘the thinking behind the doing’ in scientific practice. The Curriculum Journal. 26(3). 345–369. 18 indexed citations
5.
Roberts, Ros, et al.. (2011). Scientific evidence as content knowledge: a replication study with English and Turkish pre-service primary teachers. European Journal of Teacher Education. 35(1). 91–109. 3 indexed citations
6.
Roberts, Ros & Richard Gott. (2010). Questioning the evidence for a claim in a socio‐scientific issue: an aspect of scientific literacy. Research in Science & Technological Education. 28(3). 203–226. 24 indexed citations
7.
Glaesser, Judith, Richard Gott, Ros Roberts, & Barry Cooper. (2009). Underlying success in open‐ended investigations in science: using qualitative comparative analysis to identify necessary and sufficient conditions. Research in Science & Technological Education. 27(1). 5–30. 22 indexed citations
8.
Roberts, Ros, Richard Gott, & Judith Glaesser. (2009). Students' approaches to open‐ended science investigation: the importance of substantive and procedural understanding. Research Papers in Education. 25(4). 377–407. 33 indexed citations
9.
Glaesser, Judith, Richard Gott, Ros Roberts, & Barry Cooper. (2008). The Roles of Substantive and Procedural Understanding in Open-Ended Science Investigations: Using Fuzzy Set Qualitative Comparative Analysis to Compare Two Different Tasks. Research in Science Education. 39(4). 595–624. 28 indexed citations
10.
Gott, Richard & Ros Roberts. (2008). Concepts of evidence and their role in open-ended practical investigations and scientific literacy. 17 indexed citations
11.
Roberts, Ros & Richard Gott. (2006). The role of evidence in the new KS4 National Curriculum for England and the AQA specifications. Durham Research Online (Durham University). 87(321). 29–40. 5 indexed citations
12.
Roberts, Ros & Richard Gott. (2006). Assessment of performance in practical science and pupil attributes. Assessment in Education Principles Policy and Practice. 13(1). 45–67. 19 indexed citations
13.
Roberts, Ros & Richard Gott. (2004). Assessment of Sc1 : alternatives to coursework?. Durham Research Online (Durham University). 12 indexed citations
14.
Roberts, Ros & Richard Gott. (2004). A written test for procedural understanding: a way forward for assessment in the UK science curriculum?. Research in Science & Technological Education. 22(1). 5–21. 19 indexed citations
15.
Roberts, Ros & Richard Gott. (2003). Assessment of biology investigations. Journal of Biological Education. 37(3). 114–121. 25 indexed citations
16.
Roberts, Ros. (2001). Procedural understanding in biology: the ‘thinking behind the doing’. Journal of Biological Education. 35(3). 113–117. 29 indexed citations
17.
Roberts, Ros & Richard Gott. (2000). Procedural understanding in biology: how is it characterised in texts ?. Durham Research Online (Durham University). 82(298). 83–91. 8 indexed citations
18.
Roberts, Ros & Richard Gott. (1999). Procedural Understanding: Its Place in the Biology Curriculum.. School science review. 81(294). 19–25. 20 indexed citations
19.
Roberts, Ros. (1997). Anyone for ecology?. Journal of Biological Education. 31(4). 240–244. 3 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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