Peter Hubber
Impact in
-
- Educational Strategies and Epistemologies
- Innovative Teaching and Learning Methods
- Education top 5%
- Science Education and Pedagogy
- Innovative Teaching Methods
- Education and Critical Thinking Development
Papers in
- Education 28
- Science Education and Pedagogy 13
- Education and Technology Integration 5
- Education Systems and Policy 5
- Teacher Education and Leadership Studies 3
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- Educational Strategies and Epistemologies 7
- Innovative Teaching and Learning Methods 4
- Co-authors
- Russell Tytler (16 shared papers)Filocha Haslam (3 shared papers)Susan Rodrigues (1 shared paper)David Symington (1 shared paper)Vaughan Prain (1 shared paper)Lihua Xu (1 shared paper)Gail Chittleborough (8 shared papers)Frances Quinn (1 shared paper)
- Journals
- Research in Science Education (3 papers)Teaching and Teacher Education (1 paper)International Journal of Science Education (1 paper)Educational Technology Research and Development (1 paper)QUT ePrints (Queensland University of Technology) (1 paper)
- Partner nations
- AustraliaSwedenUnited Kingdom
In The Last Decade
Peter Hubber
24 papers receiving 272 citations
Peers
Comparison fields: 5 of 52
- Developmental and Educational Psychology 117
- Education 253
- Experimental and Cognitive Psychology 65
- Speech and Hearing 24
- Social Psychology 43
Countries citing papers authored by Peter Hubber
This map shows the geographic impact of Peter Hubber'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 Peter Hubber with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Peter Hubber more than expected).
Fields of papers citing papers by Peter Hubber
This network shows the impact of papers produced by Peter Hubber. 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 Peter Hubber. The network helps show where Peter Hubber may publish in the future.
Co-authors
The 23 scholars most cited alongside Peter Hubber, 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 30 papers — load more, or switch the sort, to bring in the rest.
| # | Work | ||
|---|---|---|---|
| 1 | 2010 | 136 | |
| 2 | 2006 | 54 | |
| 3 | 2007 | 26 | |
| 4 | An explicit representational focus for teaching and learning about animals in the environment | 2009 | 17 |
| 5 | Starting Out in STEM: a study of young men and women in first year science, technology, engineering and mathematics courses | 2012 | 8 |
| 6 | 2022 | 8 | |
| 7 | Secondary students` perceptions of a constructivist-informed teaching and learning environment for geometric optics | 2005 | 7 |
| 8 | 2017 | 7 | |
| 9 | 2022 | 6 | |
| 10 | Student outcomes from engaging in open science investigations | 2010 | 5 |
| 11 | 2004 | 4 | |
| 12 | Supporting ICT Based Pedagogies in Science in Rural School Settings | 2010 | 4 |
| 13 | Assessment Implications of Representational Formulations of Learning Paper presented at the conference of Australian Association for Research in Education (AARE), Melbourne, November, 2010 | 2010 | 4 |
| 14 | Explorations of Year 10 Students' Conceptual Change during Instruction. | 2005 | 4 |
| 15 | A Representation Construction Approach to Learning about Electrical Energy in Year 6. | 2020 | 3 |
| 16 | Year 8 students' understanding of astronomy as a representational issue : insights from a classroom video study | 2009 | 3 |
| 17 | A representation-intensive signature pedagogy for school science? | 2010 | 3 |
| 18 | The International Baccalaureate Diploma Programme: Alignment with the Australian Curriculum and Australian Qualifications Framework | 2014 | 3 |
| 19 | STELR: Improving Science Retention Rates in Australian Secondary Schools. | 2009 | 2 |
| 20 | The use of Web 2.0 Technologies to promote higher order thinking skills | 2008 | 2 |
About Peter Hubber
Peter Hubber is a scholar working on Education, Developmental and Educational Psychology, Social Psychology, Sociology and Political Science and Experimental and Cognitive Psychology, having authored 30 papers that have together received 312 indexed citations. Recurring topics across this work include Science Education and Pedagogy (13 papers), Educational Strategies and Epistemologies (7 papers), Education and Technology Integration (5 papers), Education Systems and Policy (5 papers), Innovative Teaching and Learning Methods (4 papers), Educator Training and Historical Pedagogy (3 papers), Visual and Cognitive Learning Processes (3 papers) and Teacher Education and Leadership Studies (3 papers). The work is most often cited by research in Developmental and Educational Psychology (117 citations), Education (253 citations), Experimental and Cognitive Psychology (65 citations), Speech and Hearing (24 citations) and Social Psychology (43 citations). Peter Hubber has collaborated with scholars based in Australia, Sweden and United Kingdom. Frequent co-authors include Russell Tytler, Filocha Haslam, Susan Rodrigues, David Symington, Vaughan Prain, Lihua Xu, Gail Chittleborough, Frances Quinn, Sue Wilson and Joanna Moss. Their work appears in journals such as Research in Science Education, Teaching and Teacher Education, International Journal of Science Education, Educational Technology Research and Development and QUT ePrints (Queensland University of Technology).
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.