This map shows the geographic impact of Simon M. Pyke'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 Simon M. Pyke with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Simon M. Pyke more than expected).
This network shows the impact of papers produced by Simon M. Pyke. 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 Simon M. Pyke. The network helps show where Simon M. Pyke may publish in the future.
Co-authorship network of co-authors of Simon M. Pyke
This figure shows the co-authorship network connecting the top 25 collaborators of Simon M. Pyke.
A scholar is included among the top collaborators of Simon M. Pyke 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 Simon M. Pyke. Simon M. Pyke 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.
Pyke, Simon M., et al.. (2014). Impact of student approaches to learning on both their experience and their performance in problem solving workshop classes: a pilot study. Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference).1 indexed citations
2.
Williamson, Natalie M., Gregory F. Metha, John Willison, & Simon M. Pyke. (2013). Development of POGIL-Style Classroom Activities for an Introductory Chemistry Course. International Journal of Innovation in Science and Mathematics Education. 21(5).5 indexed citations
Williamson, Natalie M., Gregory F. Metha, David M. Huang, John Willison, & Simon M. Pyke. (2012). Development of POGIL-style introductory organic chemistry activities. Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference).
5.
Pyke, Simon M., Manjula D. Sharma, Simon Barrie, et al.. (2011). The Advancing Science by Enhancing Learning in the Laboratory (ASELL) Project: The first Australian multidisciplinary workshop. International Journal of Innovation in Science and Mathematics Education. 19(2). 51–72.15 indexed citations
6.
Pyke, Simon M.. (2011). Introducing commencing students to “being a scientist” – A review of a new compulsory academic literacies course. Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference). 17.1 indexed citations
7.
Mocerino, Mauro, Mark A. Buntine, Daniel Southam, et al.. (2010). ALIUS: Active Learning in University Science: Leading Change in Australian Science Teaching. Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference). 16.4 indexed citations
8.
Bedgood, Danny R., Brian F. Yates, Mark A. Buntine, et al.. (2010). Leading Change in Australian Science Teaching. eSpace (Curtin University). 77(5). 18–19.4 indexed citations
9.
Bedgood, Danny R., Brian F. Yates, Mark A. Buntine, et al.. (2008). Why Are We Still Teaching the Way We Were Taught in the 1980s. Own your potential (DEAKIN). 75(11). 22–23.4 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.