Thinking Technology: Toward a Constructivist Design Model
- Authors
- David H. Jonassen
- Journal
- Educational Technology archive
In The Last Decade
doi.org/w7878024 →Countries where authors are citing Thinking Technology: Toward a Constructivist Design Model
This map shows the geographic impact of Thinking Technology: Toward a Constructivist Design Model. 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 Thinking Technology: Toward a Constructivist Design Model with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Thinking Technology: Toward a Constructivist Design Model more than expected).
Fields of papers citing Thinking Technology: Toward a Constructivist Design Model
This network shows the impact of Thinking Technology: Toward a Constructivist Design Model. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the Thinking Technology: Toward a Constructivist Design Model.
About Thinking Technology: Toward a Constructivist Design Model
This paper, published in 1994, received 506 indexed citations . Written by David H. Jonassen. It is primarily cited by scholars working on Education (307 citations), Developmental and Educational Psychology (201 citations) and Computer Science Applications (112 citations). Published in Educational Technology archive.
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.
This paper is also available at doi.org/w7878024.