Scott E. Lewis

2.2k total citations
74 papers, 1.6k citations indexed

About

Scott E. Lewis is a scholar working on Education, Developmental and Educational Psychology and Physical and Theoretical Chemistry. According to data from OpenAlex, Scott E. Lewis has authored 74 papers receiving a total of 1.6k indexed citations (citations by other indexed papers that have themselves been cited), including 52 papers in Education, 29 papers in Developmental and Educational Psychology and 19 papers in Physical and Theoretical Chemistry. Recurrent topics in Scott E. Lewis's work include Science Education and Pedagogy (31 papers), Innovative Teaching Methods (23 papers) and Various Chemistry Research Topics (19 papers). Scott E. Lewis is often cited by papers focused on Science Education and Pedagogy (31 papers), Innovative Teaching Methods (23 papers) and Various Chemistry Research Topics (19 papers). Scott E. Lewis collaborates with scholars based in United States, Türkiye and Australia. Scott E. Lewis's co-authors include Jennifer E. Lewis, Noreen M. Webb, Okhee Lee, Janet L. Shaw, Ying Wang, Cory Buxton, Jaime Maerten‐Rivera, Karen Adamson, Ye Li and Gregory T. Rushton and has published in prestigious journals such as American Educational Research Journal, Journal of Research in Science Teaching and Science Education.

In The Last Decade

Scott E. Lewis

69 papers receiving 1.5k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Scott E. Lewis United States 21 1.3k 649 246 158 146 74 1.6k
Marilyne Stains United States 23 1.4k 1.1× 448 0.7× 207 0.8× 100 0.6× 305 2.1× 62 1.6k
Victor Sampson United States 24 2.8k 2.2× 2.0k 3.0× 174 0.7× 97 0.6× 108 0.7× 70 3.2k
Thomas J. Greenbowe United States 20 1.5k 1.2× 770 1.2× 445 1.8× 257 1.6× 122 0.8× 40 1.8k
Gail Chittleborough Australia 12 1.0k 0.8× 503 0.8× 216 0.9× 161 1.0× 46 0.3× 36 1.2k
Mary B. Nakhleh United States 21 1.9k 1.5× 895 1.4× 585 2.4× 288 1.8× 121 0.8× 31 2.2k
Knut Neumann Germany 23 1.3k 1.1× 621 1.0× 65 0.3× 162 1.0× 46 0.3× 92 1.7k
Onno De Jong Netherlands 19 1.6k 1.3× 772 1.2× 358 1.5× 99 0.6× 37 0.3× 43 1.8k
Muammer Çalık Türkiye 27 2.0k 1.6× 707 1.1× 214 0.9× 100 0.6× 35 0.2× 103 2.3k
Rosemary S. Russ United States 16 1.2k 0.9× 845 1.3× 86 0.3× 106 0.7× 54 0.4× 43 1.5k
Jessica Thompson United States 16 2.0k 1.6× 1.1k 1.6× 70 0.3× 58 0.4× 68 0.5× 36 2.3k

Countries citing papers authored by Scott E. Lewis

Since Specialization
Citations

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

Fields of papers citing papers by Scott E. Lewis

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Scott E. Lewis. 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 Scott E. Lewis. The network helps show where Scott E. Lewis may publish in the future.

Co-authorship network of co-authors of Scott E. Lewis

This figure shows the co-authorship network connecting the top 25 collaborators of Scott E. Lewis. A scholar is included among the top collaborators of Scott E. Lewis 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 Scott E. Lewis. Scott E. Lewis 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.
Lewis, Scott E., et al.. (2025). Why Am I Learning This? Students Discovering the Usefulness of General Chemistry to Their Career Interests via ChatGPT. Journal of Chemical Education. 102(12). 5409–5415.
2.
Lewis, Scott E., et al.. (2025). Evaluating an Intervention to Improve General Chemistry Students’ Perceptions of the Utility of Chemistry. Journal of Chemical Education. 102(4). 1389–1397. 3 indexed citations
3.
Robinson, Carol, et al.. (2025). Organic chemistry students’ usage of electrostatic potential maps across an unstructured and structured card sort. Chemistry Education Research and Practice. 26(3). 647–659.
4.
Lewis, Scott E., et al.. (2025). Exploring the Impact of Students’ Perceived Cost and Utility Value of General Chemistry on Academic Growth. Journal of Chemical Education. 102(10). 4223–4232. 1 indexed citations
5.
Demırdöğen, Betül, et al.. (2024). A lack of impact of pedagogy (peer-led team learning compared with didactic instruction) on long-term student knowledge of chemical equilibrium. Chemistry Education Research and Practice. 26(1). 183–196. 1 indexed citations
6.
Demırdöğen, Betül, et al.. (2024). Factors that influence general chemistry students’ decision making in study strategies. Chemistry Education Research and Practice. 25(3). 877–894. 1 indexed citations
7.
Lewis, Scott E., et al.. (2024). Evaluation of the Activity Engagement Survey (AcES) for Use with Clicker Questions. Journal of Chemical Education. 101(11). 4624–4632.
8.
Nyachwaya, James & Scott E. Lewis. (2024). Guidance on the data availability statement requirement in CERP. Chemistry Education Research and Practice. 25(4). 973–975.
9.
Lewis, Scott E., et al.. (2024). Informative Utility Value Intervention: Assignments Designed to Promote Students’ Personal Connections With Chemistry Topics Based on Their Career Goals. Journal of College Science Teaching. 54(3). 259–265. 2 indexed citations
10.
Lewis, Scott E., et al.. (2024). Students’ Sensemaking of Electrostatic Potential Maps within Substitution and Elimination Reactions. Journal of Chemical Education. 101(9). 3713–3722. 1 indexed citations
11.
Demırdöğen, Betül, et al.. (2023). Students’ Sense of Belonging in Introductory Chemistry: Identifying Four Dimensions of Belonging via Grounded Theory. International Journal of Science and Mathematics Education. 22(7). 1515–1535. 3 indexed citations
12.
13.
Lewis, Scott E., et al.. (2022). Evaluating Peer-Led Team Learning Integrated into Online Instruction in Promoting General Chemistry Student Success. Journal of Chemical Education. 99(3). 1392–1399. 7 indexed citations
14.
Wang, Ying & Scott E. Lewis. (2022). Efficacy and Insights Gained from a Utility Value Intervention with Inorganic Chemistry Students. Journal of Chemical Education. 99(8). 2798–2807. 10 indexed citations
15.
Wang, Ying & Scott E. Lewis. (2021). Towards a theoretically sound measure of chemistry students’ motivation; investigating rank-sort survey methodology to reduce response style bias. Chemistry Education Research and Practice. 23(1). 240–256. 4 indexed citations
16.
Lewis, Scott E., et al.. (2019). An explanative basis for the differential performance of students with low math aptitude in general chemistry. Chemistry Education Research and Practice. 20(3). 570–593. 19 indexed citations
17.
Lewis, Scott E., et al.. (2016). Impact of instructional decisions on the effectiveness of cooperative learning in chemistry through meta-analysis. Chemistry Education Research and Practice. 18(1). 271–278. 24 indexed citations
18.
Lewis, Scott E.. (2014). Examining Evidence for External and Consequential Validity of the First Term General Chemistry Exam from the ACS Examinations Institute. Journal of Chemical Education. 91(6). 793–799. 4 indexed citations
19.
Lewis, Scott E. & George O’Brien. (2012). The Mediating Role of Scientific Tools for Elementary School Students Learning about the Everglades in the Field and Classroom.. The International Journal of Environmental and Science Education. 7(3). 433–458. 3 indexed citations
20.
Lewis, Scott E., et al.. (2010). Creative Exercises in General Chemistry: A Student-Centered Assessment. DigitalCommons - Kennesaw State University (Kennesaw State University). 40(1). 48–53. 8 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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