Jonathan Osborne
Impact in
- Developmental and Educational Psychology top 0.02%
- Educational Strategies and Epistemologies
- Innovative Teaching and Learning Methods
- Science Education and Perceptions
- Education top 0.01%
- Science Education and Pedagogy
- Education and Critical Thinking Development
- Innovative Teaching Methods
Papers in
- Education 94
- Science Education and Pedagogy 72
- Education and Critical Thinking Development 39
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- Educational Strategies and Epistemologies 55
- Science Education and Perceptions 20
- Innovative Teaching and Learning Methods 19
- Co-authors
- Shirley Simon (9 shared papers)Sue Collins (7 shared papers)Paul E. Newton (3 shared papers)Rosalind Driver (3 shared papers)Justin Dillon (9 shared papers)Sibel Erduran (8 shared papers)Richard A. Duschl (4 shared papers)Christine Chin (3 shared papers)
- Journals
- Science Education (17 papers)Journal of Research in Science Teaching (13 papers)International Journal of Science Education (11 papers)Studies in Science Education (4 papers)Journal of Biological Education (2 papers)
- Partner nations
- United StatesUnited KingdomSweden
In The Last Decade
Jonathan Osborne
126 papers receiving 15.6k citations
Jonathan Osborne's Hit Papers
Peers
Comparison fields: 5 of 167
- Developmental and Educational Psychology 9.4k
- Education 14.0k
- Safety Research 1.9k
- General Agricultural and Biological Sciences 1.2k
- Experimental and Cognitive Psychology 1.4k
Countries citing papers authored by Jonathan Osborne
This map shows the geographic impact of Jonathan Osborne'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 Jonathan Osborne with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jonathan Osborne more than expected).
Fields of papers citing papers by Jonathan Osborne
This network shows the impact of papers produced by Jonathan Osborne. 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 Jonathan Osborne. The network helps show where Jonathan Osborne may publish in the future.
Co-authors
The 25 scholars most cited alongside Jonathan Osborne, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
Showing the 20 most-cited of 132 papers — load more, or switch the sort, to bring in the rest.
| # | Work | ||
|---|---|---|---|
| 1 | Attitudes towards science: A review of the literature and its implications Hit paper breakdown → | 2003 | 2212 |
| 2 | Establishing the norms of scientific argumentation in classrooms Hit paper breakdown → | 2000 | 1541 |
| 3 | TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse Hit paper breakdown → | 2004 | 992 |
| 4 | Supporting and Promoting Argumentation Discourse in Science Education Hit paper breakdown → | 2002 | 808 |
| 5 | What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community Hit paper breakdown → | 2003 | 788 |
| 6 | Arguing to Learn in Science: The Role of Collaborative, Critical Discourse Hit paper breakdown → | 2010 | 637 |
| 7 | Language and Literacy in Science Education Hit paper breakdown → | 2001 | 525 |
| 8 | Students' questions: a potential resource for teaching and learning science Hit paper breakdown → | 2008 | 459 |
| 9 | “Doing” science versus “being” a scientist: Examining 10/11‐year‐old schoolchildren's constructions of science through the lens of identity Hit paper breakdown → | 2010 | 454 |
| 10 | Science education in Europe: Critical reflections : a report to the Nuffield Foundation Hit paper breakdown → | 2008 | 446 |
| 11 | 1999 | 442 | |
| 12 | Teaching Scientific Practices: Meeting the Challenge of Change Hit paper breakdown → | 2014 | 426 |
| 13 | 2001 | 417 | |
| 14 | Science Aspirations, Capital, and Family Habitus Hit paper breakdown → | 2012 | 410 |
| 15 | 2007 | 380 | |
| 16 | Improving Science Education: The Contribution of Research | 2000 | 278 |
| 17 | 2011 | 241 | |
| 18 | 1997 | 233 | |
| 19 | Good practice in science teaching : what research has to say | 2000 | 210 |
| 20 | 2013 | 208 |
About Jonathan Osborne
Jonathan Osborne is a scholar working on Education, Developmental and Educational Psychology, Sociology and Political Science, General Agricultural and Biological Sciences and Safety Research, having authored 132 papers that have together received 17.6k indexed citations. Recurring topics across this work include Science Education and Pedagogy (72 papers), Educational Strategies and Epistemologies (55 papers), Education and Critical Thinking Development (39 papers), Science Education and Perceptions (20 papers), Innovative Teaching and Learning Methods (19 papers), Diverse Educational Innovations Studies (11 papers), Climate Change Communication and Perception (9 papers) and Animal and Plant Science Education (8 papers). The work is most often cited by research in Developmental and Educational Psychology (9.4k citations), Education (14.0k citations), Safety Research (1.9k citations), General Agricultural and Biological Sciences (1.2k citations) and Experimental and Cognitive Psychology (1.4k citations). Jonathan Osborne has collaborated with scholars based in United States, United Kingdom and Sweden. Frequent co-authors include Shirley Simon, Sue Collins, Paul E. Newton, Rosalind Driver, Justin Dillon, Sibel Erduran, Richard A. Duschl, Christine Chin, Jennifer DeWitt and Louise Archer. Their work appears in journals such as Science Education, Journal of Research in Science Teaching, International Journal of Science Education, Studies in Science Education and Journal of Biological Education.
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.