ProfessorsProfessors of Oregon State UniversityRandy L. Bell

Randy L. Bell

Oregon State University

H-index: 45

North America-United States

About Randy L. Bell

Randy L. Bell, With an exceptional h-index of 45 and a recent h-index of 31 (since 2020), a distinguished researcher at Oregon State University, specializes in the field of science education, nature of science, inquiry instruction, technology integration.

His recent articles reflect a diverse array of research interests and contributions to the field:

Mixed-methods analysis of science teacher educator professional development: a five-year longitudinal study

Beginning secondary science teachers’ implementation of process skills, inquiry, and problem-based learning during the induction years: A randomised controlled trial

The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform‐based science instruction

Randy L. Bell Information

University	Oregon State University
Position	___
Citations(all)	17600
Citations(since 2020)	5865
Cited By	13912
hIndex(all)	45
hIndex(since 2020)	31
i10Index(all)	83
i10Index(since 2020)	57
Email	Access Email
University Profile Page	Oregon State University
Google Scholar	View Google Scholar Profile

Randy L. Bell Skills & Research Interests

science education

nature of science

inquiry instruction

technology integration

Top articles of Randy L. Bell

Title	Journal	Author(s)	Publication Date
Mixed-methods analysis of science teacher educator professional development: a five-year longitudinal study	Professional Development in Education	Tyler L St. Clair Lindsay B Wheeler Jennifer L Maeng Randy L Bell	2023/3/4
Beginning secondary science teachers’ implementation of process skills, inquiry, and problem-based learning during the induction years: A randomised controlled trial	International Journal of Science Education	Shannon L Navy Jennifer L Maeng Randy L Bell Fatma Kaya	2021/6/13
The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform‐based science instruction	Science Education	Jennifer L Maeng Brooke A Whitworth Randy L Bell Donna R Sterling	2020/3