Countries citing papers authored by Victor Sampson
Since
Specialization
Citations
This map shows the geographic impact of Victor Sampson'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 Victor Sampson with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Victor Sampson more than expected).
This network shows the impact of papers produced by Victor Sampson. 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 Victor Sampson. The network helps show where Victor Sampson may publish in the future.
Co-authorship network of co-authors of Victor Sampson
This figure shows the co-authorship network connecting the top 25 collaborators of Victor Sampson.
A scholar is included among the top collaborators of Victor Sampson 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 Victor Sampson. Victor Sampson is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Grooms, Jonathon, Patrick Enderle, & Victor Sampson. (2015). Coordinating Scientific Argumentation and the Next Generation Science Standards through Argument Driven Inquiry.. Science educator. 24(1). 45–50.35 indexed citations
Enderle, Patrick, Jonathon Grooms, & Victor Sampson. (2013). The Use of Argumentation in Science Education to Promote the Development of Science Proficiency: A Comparative Case Study.. Society for Research on Educational Effectiveness.6 indexed citations
8.
Walker, Joi P., et al.. (2012). Argument-Driven Inquiry in Undergraduate Chemistry Labs: The Impact on Students' Conceptual Understanding, Argument Skills, and Attitudes toward Science.. The journal of college science teaching. 41(4). 74–81.53 indexed citations
9.
Sampson, Victor, et al.. (2011). The Affective Elements of Science Learning: A Questionnaire to Assess--and Improve--Student Attitudes toward Science.. The Science Teacher. 78(1). 40–45.7 indexed citations
10.
Sampson, Victor, et al.. (2011). Fire and Ecological Disturbance.. CSU ePress (Columbus State University). 78(4). 44–50.2 indexed citations
11.
Sampson, Victor & Jonathon Grooms. (2010). Generate an Argument: An Instructional Model: Promoting and Supporting Scientific Argumentation outside the Lab. The Science Teacher. 77(5). 32.1 indexed citations
12.
Sampson, Victor & Jonathon Grooms. (2010). Generate an Argument: An Instructional Model.. The Science Teacher. 77(5). 32–37.9 indexed citations
13.
Sampson, Victor, et al.. (2010). Exploring Osmosis and Diffusion in Cells: A Guided-Inquiry Activity for Biology Classes, Developed through the Lesson-Study Process.. The Science Teacher. 77(8). 55–60.1 indexed citations
14.
Sampson, Victor, et al.. (2009). Addressing Misconceptions: A Demonstration to Help Students Understand the Law of Conservation of Mass. The Science Teacher. 76(7). 54.5 indexed citations
15.
Sampson, Victor, Jonathon Grooms, & Joi P. Walker. (2009). Argument-Driven Inquiry.. The Science Teacher. 76(8). 42–47.16 indexed citations
16.
Sampson, Victor, Jonathon Grooms, & Joi P. Walker. (2009). Argument-Driven Inquiry: A Way to Promote Learning during Laboratory Activities. The Science Teacher. 76(8). 42.18 indexed citations
17.
Sampson, Victor & Douglas B. Clark. (2006). Assessment of argument in science education: a critical review of the literature. International Conference of Learning Sciences. 655–661.27 indexed citations
18.
Weinberger, Armin, Douglas B. Clark, Gijsbert Erkens, et al.. (2006). Argumentative knowledge construction in CSCL. Utrecht University Repository (Utrecht University). 1094–1100.6 indexed citations
Sampson, Victor. (2004). The Science Management Observation Protocol: Using Structured Observations to Improve Teachers' Management of Inquiry-Based Classrooms.. The Science Teacher. 71(10). 30–33.6 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.