Tom Bryce

1.3k total citations
49 papers, 886 citations indexed

About

Tom Bryce is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Tom Bryce has authored 49 papers receiving a total of 886 indexed citations (citations by other indexed papers that have themselves been cited), including 34 papers in Education, 19 papers in Developmental and Educational Psychology and 10 papers in Social Psychology. Recurrent topics in Tom Bryce's work include Science Education and Pedagogy (26 papers), Animal and Plant Science Education (8 papers) and Child and Animal Learning Development (8 papers). Tom Bryce is often cited by papers focused on Science Education and Pedagogy (26 papers), Animal and Plant Science Education (8 papers) and Child and Animal Learning Development (8 papers). Tom Bryce collaborates with scholars based in United Kingdom, Sweden and France. Tom Bryce's co-authors include Donald Gray, Walter Humes, Stephen Day, Michel Mouren, B. Lenfant, Eric Sultan, Peter Arner, Aileen Kennedy, Peter Engfeldt and Donald Gillies and has published in prestigious journals such as Journal of Research in Science Teaching, International Journal of Science Education and British Journal of Educational Studies.

In The Last Decade

Tom Bryce

48 papers receiving 793 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Tom Bryce United Kingdom	18	685	332	155	110	54	49	886
John Cresswell Australia	12	653 1.0×	177 0.5×	50 0.3×	134 1.2×	25 0.5×	24	810
Jerome V. D’Agostino United States	15	515 0.8×	220 0.7×	29 0.2×	39 0.4×	22 0.4×	43	694
Jeffrey T. Steedle United States	10	373 0.5×	208 0.6×	69 0.4×	43 0.4×	12 0.2×	22	599
Margareta Maria Thomson United States	16	610 0.9×	136 0.4×	194 1.3×	54 0.5×	72 1.3×	38	763
Karim Hamza Sweden	14	390 0.6×	179 0.5×	46 0.3×	89 0.8×	18 0.3×	32	562
Arthur W. Bangert United States	13	588 0.9×	222 0.7×	102 0.7×	71 0.6×	9 0.2×	23	769
Giray Berberoğlu Türkiye	12	424 0.6×	95 0.3×	46 0.3×	67 0.6×	12 0.2×	31	594
Gabrielle M. Stanco	4	437 0.6×	118 0.4×	66 0.4×	41 0.4×	24 0.4×	7	591
Pey‐Yan Liou Taiwan	16	300 0.4×	152 0.5×	172 1.1×	37 0.3×	35 0.6×	36	550
Jeffrey C. Wayman United States	20	511 0.7×	105 0.3×	55 0.4×	107 1.0×	23 0.4×	39	1.4k

Countries citing papers authored by Tom Bryce

Since Specialization

Citations

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

Fields of papers citing papers by Tom Bryce

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Tom Bryce

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Bryce, Tom, et al.. (2025). Knowledge acquisition in science and the blurred boundary between perception and cognition. British Educational Research Journal. 51(3). 1372–1400.

Bryce, Tom, et al.. (2023). Ausubel’s meaningful learning re-visited. Current Psychology. 43(5). 4579–4598. 14 indexed citations

Bryce, Tom, et al.. (2022). When Is an Interview an Inter View? The Historical and Recent Development of Methodologies Used to Investigate Children’s Astronomy Knowledge. Research in Science Education. 52(6). 1869–1908. 5 indexed citations

Bryce, Tom, et al.. (2016). Manipulating Models and Grasping the Ideas They Represent. Science & Education. 25(1-2). 47–93. 9 indexed citations

Bryce, Tom, et al.. (2016). Switching Between Everyday and Scientific Language. Research in Science Education. 47(3). 621–653. 17 indexed citations

Bryce, Tom, Walter Humes, Donald Gillies, & Aileen Kennedy. (2013). Scottish Education, Fourth Edition: Referendum. Edinburgh University Press eBooks. 17 indexed citations

Bryce, Tom. (2013). Scottish education : referendum. Edinburgh University Press eBooks. 9 indexed citations

Day, Stephen & Tom Bryce. (2013). Curriculum for Excellence Science: Vision or Confusion?. Scottish Educational Review. 45(1). 53–67. 6 indexed citations

Day, Stephen & Tom Bryce. (2012). The Benefits of Cooperative Learning to Socio-scientific Discussion in Secondary School Science. International Journal of Science Education. 35(9). 1533–1560. 28 indexed citations

10.

Bryce, Tom, et al.. (2012). From Teaching Physics to Teaching Children: Beginning teachers learning from pupils. International Journal of Science Education. 34(17). 2727–2750. 3 indexed citations

11.

Bryce, Tom & Walter Humes. (2008). Scottish Education: Beyond Devolution. Edinburgh University Press eBooks. 8 indexed citations

12.

Bryce, Tom, et al.. (2006). Cultural Mediation of Children’s Cosmologies: A longitudinal study of the astronomy concepts of Chinese and New Zealand children. International Journal of Science Education. 28(10). 1113–1160. 33 indexed citations

13.

Bryce, Tom & Donald Gray. (2004). Tough acts to follow: the challenges to science teachers presented by biotechnological progress. International Journal of Science Education. 26(6). 717–733. 81 indexed citations

14.

Humes, Walter & Tom Bryce. (2003). Post-structuralism and policy research in education. Journal of Education Policy. 18(2). 175–187. 31 indexed citations

15.

Bryce, Tom & Walter Humes. (2003). Scottish education : post-devolution. Edinburgh University Press eBooks. 33 indexed citations

16.

Bryce, Tom. (1997). Emotional Intelligence: Why It Can Matter More than IQ Daniel Goleman (Bloomsbury Publishing Plc, London,1995) (Great Britain, 1996), pp. xiv + 352, pb. £7.99. Scottish Educational Review. 29(2). 177–178. 2 indexed citations

17.

Bryce, Tom. (1996). Towards the Achievement of Scientific Capability. Scottish Educational Review. 28(2). 90–99. 5 indexed citations

18.

Danielson, Bo G., Serge Quérin, Pierre Larochelle, et al.. (1994). Pharmacokinetics and Pharmacodynamics of Trandolapril After Repeated Administration of 2 mg to Patients with Chronic Renal Failure and Healthy Control Subjects. Journal of Cardiovascular Pharmacology. 23. S50–59. 15 indexed citations

19.

Arner, Peter, Alan Wade, Peter Engfeldt, et al.. (1994). Pharmacokinetics and Pharmacodynamics of Trandolapril After Repeated Administration of 2 mg to Young and Elderly Patients with Mild-to-Moderate Hypertension. Journal of Cardiovascular Pharmacology. 23. S44–49. 10 indexed citations

20.

Arner, Peter, Peter Engfeldt, Michel Mouren, et al.. (1994). Pharmacokinetics and Pharmacodynamics of Trandolapril After Repeated Administration of 2 mg to Young and Elderly Patients with Mild-to-Moderate Hypertension. Journal of Cardiovascular Pharmacology. 23. S44–49. 20 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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