Roser Pintó

780 total citations
22 papers, 499 citations indexed

About

Roser Pintó is a scholar working on Education, Information Systems and Developmental and Educational Psychology. According to data from OpenAlex, Roser Pintó has authored 22 papers receiving a total of 499 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 6 papers in Information Systems and 6 papers in Developmental and Educational Psychology. Recurrent topics in Roser Pintó's work include Science Education and Pedagogy (9 papers), Visual and Cognitive Learning Processes (3 papers) and Education and Technology Integration (3 papers). Roser Pintó is often cited by papers focused on Science Education and Pedagogy (9 papers), Visual and Cognitive Learning Processes (3 papers) and Education and Technology Integration (3 papers). Roser Pintó collaborates with scholars based in Spain and United Kingdom. Roser Pintó's co-authors include Jaume Ametller, Digna Couso, Denise Whitelock, Italo Testa, Antonio José de Pro Bueno and Vicente Mellado Jiménez and has published in prestigious journals such as Science Education, International Journal of Science Education and Journal of Science Education and Technology.

In The Last Decade

Roser Pintó

20 papers receiving 433 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Roser Pintó Spain 11 394 183 62 61 48 22 499
Jaume Ametller Spain 10 323 0.8× 176 1.0× 54 0.9× 59 1.0× 46 1.0× 24 468
Ann Rivet United States 8 488 1.2× 218 1.2× 56 0.9× 45 0.7× 32 0.7× 16 651
Janice Anderson United States 10 214 0.5× 164 0.9× 41 0.7× 72 1.2× 68 1.4× 27 431
Martina Nieswandt United States 12 392 1.0× 175 1.0× 104 1.7× 77 1.3× 28 0.6× 29 537
Karen Murcia Australia 13 385 1.0× 148 0.8× 33 0.5× 51 0.8× 115 2.4× 47 485
Erdinç Çakıroğlu Türkiye 17 629 1.6× 196 1.1× 65 1.0× 58 1.0× 74 1.5× 61 775
Julia D. Plummer United States 14 516 1.3× 261 1.4× 85 1.4× 104 1.7× 62 1.3× 40 704
William Harwood United States 13 455 1.2× 204 1.1× 39 0.6× 38 0.6× 37 0.8× 29 633
Priit Reiska Estonia 10 338 0.9× 151 0.8× 40 0.6× 26 0.4× 48 1.0× 23 466
Alpaslan Şahin United States 12 598 1.5× 159 0.9× 134 2.2× 66 1.1× 54 1.1× 33 863

Countries citing papers authored by Roser Pintó

Since Specialization
Citations

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

Fields of papers citing papers by Roser Pintó

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Roser Pintó

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

All Works

20 of 20 papers shown
1.
Ametller, Jaume, et al.. (2019). Factors Shaping the Uptake of ICT in Science Classrooms. A Study of a Large-Scale Introduction of Interactive Whiteboards and Computers. International Journal of Innovation in Science and Mathematics Education. 27(1). 5 indexed citations
2.
Pintó, Roser, et al.. (2017). Identifying secondary-school students’ difficulties when reading visual representations displayed in physics simulations. International Journal of Science Education. 39(10). 1353–1380. 30 indexed citations
3.
Ametller, Jaume, et al.. (2013). El uso del aula digital en las clases de ciencias de secundaria de Cataluña : análisis del estado actual. Informe de la primera parte del proyecto ADIGIC. LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas). 1657–1662. 3 indexed citations
4.
Couso, Digna, et al.. (2011). The Analysis of Students’ Conceptions as a Support for Designing a Teaching/Learning Sequence on the Acoustic Properties of Materials. Journal of Science Education and Technology. 21(6). 702–712. 18 indexed citations
5.
Couso, Digna, et al.. (2011). Física y química: investigación, innovación y buenas prácticas. Dialnet (Universidad de la Rioja). 1 indexed citations
6.
Pintó, Roser. (2011). Las tecnologías digitales en la enseñanza de la Física y de la Química. Dialnet (Universidad de la Rioja). 169–192. 1 indexed citations
7.
Whitelock, Denise, et al.. (2010). Modelling the teachers' feedback process for the design of an electronic interactive science tool with automatic feedback. International Journal of Continuing Engineering Education and Life-Long Learning. 20(2). 189–189. 1 indexed citations
8.
Pintó, Roser, et al.. (2009). Desarrollo iterativo de una secuencia de enseñanza y aprendizaje sobre propiedades acústicas de los materiales. Enseñanza de las ciencias: revista de investigación y experiencias didácticas. 3551–3555.
9.
Pintó, Roser, et al.. (2009). Scientific Processes in PISA Tests Observed for Science Teachers. International Journal of Science Education. 31(16). 2137–2159. 18 indexed citations
10.
Couso, Digna & Roser Pintó. (2009). Análisis del contenido del discurso cooperativo de los profesores de ciencias en contextos de innovación didáctica. Enseñanza de las Ciencias Revista de investigación y experiencias didácticas. 27(1). 5–18. 5 indexed citations
11.
Pintó, Roser & Digna Couso. (2007). Contributions from Science Education Research. Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)). 38 indexed citations
12.
Pintó, Roser. (2004). Qué modelo de energía deseamos que construyan nuestros estudiantes de secundaria. LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas). 6(42). 41–54. 1 indexed citations
13.
14.
Pintó, Roser, et al.. (2004). Using research on teachers' transformations of innovations to inform teacher education. The case of energy degradation. Science Education. 89(1). 38–55. 36 indexed citations
15.
Pintó, Roser, et al.. (2003). Some problems encountered in the introduction of innovations in secondary school science education and suggestions for overcoming them. OAR@UM (University of Malta). 1 indexed citations
16.
Pintó, Roser. (2002). El trabajo experimental con nuevas tecnologías. LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas). 33–38. 2 indexed citations
17.
Pintó, Roser. (2002). Introduction to the Science Teacher Training in an Information Society (STTIS) project. International Journal of Science Education. 24(3). 227–234. 22 indexed citations
18.
Pintó, Roser & Jaume Ametller. (2002). Students' difficulties in reading images. Comparing results from four national research groups. International Journal of Science Education. 24(3). 333–341. 59 indexed citations
19.
Ametller, Jaume & Roser Pintó. (2002). Students' reading of innovative images of energy at secondary school level. International Journal of Science Education. 24(3). 285–312. 87 indexed citations
20.
Pintó, Roser, et al.. (1996). Tres enfoques de la investigación sobre concepciones alternativas. Enseñanza de las Ciencias Revista de investigación y experiencias didácticas. 14(2). 221–232. 15 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Jaume Ametller Breakdown of academic impact, for papers by Ann Rivet Breakdown of academic impact, for papers by Janice Anderson Breakdown of academic impact, for papers by Martina Nieswandt Breakdown of academic impact, for papers by Karen Murcia Breakdown of academic impact, for papers by Erdinç Çakıroğlu Breakdown of academic impact, for papers by Julia D. Plummer Breakdown of academic impact, for papers by William Harwood Breakdown of academic impact, for papers by Priit Reiska Breakdown of academic impact, for papers by Alpaslan Şahin
Rankless by CCL
2026