Alberto Stefanel

501 total citations
42 papers, 246 citations indexed

About

Alberto Stefanel is a scholar working on Education, Media Technology and Developmental and Educational Psychology. According to data from OpenAlex, Alberto Stefanel has authored 42 papers receiving a total of 246 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Education, 9 papers in Media Technology and 9 papers in Developmental and Educational Psychology. Recurrent topics in Alberto Stefanel's work include Science Education and Pedagogy (13 papers), Experimental Learning in Engineering (9 papers) and Experimental and Theoretical Physics Studies (6 papers). Alberto Stefanel is often cited by papers focused on Science Education and Pedagogy (13 papers), Experimental Learning in Engineering (9 papers) and Experimental and Theoretical Physics Studies (6 papers). Alberto Stefanel collaborates with scholars based in Italy, Germany and Hungary. Alberto Stefanel's co-authors include Marisa Michelini, L. Santi, R. Ragazzon, Maria Luisa Chiofalo, Andréas Müller, Chiara Macchiavello, Hendrik Jan Pol, Italo Testa, Pasquale Onorato and Raimund Girwidz and has published in prestigious journals such as SHILAP Revista de lepidopterología, International Journal of Science Education and Education Sciences.

In The Last Decade

Alberto Stefanel

34 papers receiving 230 citations

Peers

Alberto Stefanel

EDUCA

DEP

AMPO

SNP

L. Santi Italy

Kim Krijtenburg-Lewerissa Netherlands

Charles Baily United States

Malte S. Ubben Germany

Marisa Michelini Italy

Massimiliano Malgieri Italy

Hendrik Jan Pol Netherlands

Kathy Perkins United States

G. Kalkanis Greece

Beth Thacker United States

L. Santi Italy

Alberto Stefanel

137 ×0.8

EDUCA

61 ×0.8

DEP

46 ×0.9

AMPO

25 ×0.7

35 ×1.0

SNP

Citations per year, relative to Alberto Stefanel Alberto Stefanel (= 1×) peers L. Santi

Countries citing papers authored by Alberto Stefanel

Since Specialization

Citations

This map shows the geographic impact of Alberto Stefanel'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 Alberto Stefanel with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Alberto Stefanel more than expected).

Fields of papers citing papers by Alberto Stefanel

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Alberto Stefanel. 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 Alberto Stefanel. The network helps show where Alberto Stefanel may publish in the future.

Co-authorship network of co-authors of Alberto Stefanel

This figure shows the co-authorship network connecting the top 25 collaborators of Alberto Stefanel. A scholar is included among the top collaborators of Alberto Stefanel 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 Alberto Stefanel. Alberto Stefanel is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Stefanel, Alberto, et al.. (2023). An experiential program on the foundations of quantum mechanics for final-year high-school students. Physics Education. 58(3). 35003–35003. 14 indexed citations

Chiofalo, Maria Luisa, et al.. (2022). Games for Teaching/Learning Quantum Mechanics: A Pilot Study with High-School Students. Education Sciences. 12(7). 446–446. 26 indexed citations

Bondani, Maria, Maria Luisa Chiofalo, Elisa Ercolessi, et al.. (2022). Introducing Quantum Technologies at Secondary School Level: Challenges and Potential Impact of an Online Extracurricular Course. Physics. 4(4). 1150–1167. 22 indexed citations

Stefanel, Alberto, et al.. (2022). Polarimetry Measurement in a Physics Lab for Food Science Undergraduate Students. The Physics Teacher. 60(2). 144–148. 1 indexed citations

Michelini, Marisa, et al.. (2022). Implementing Dirac Approach to Quantum Mechanics in a Hungarian Secondary School. Education Sciences. 12(9). 606–606. 17 indexed citations

Michelini, Marisa, et al.. (2021). Prospective Teachers’ Representations on the Concept of Force. Education Sciences. 11(10). 614–614. 1 indexed citations

Michelini, Marisa & Alberto Stefanel. (2021). A path to build basic Quantum Mechanics ideas in the context of light polarization and learning outcomes of secondary students. Journal of Physics Conference Series. 1929(1). 12052–12052. 13 indexed citations

Girwidz, Raimund, Hendrik Jan Pol, Marisa Michelini, et al.. (2019). Physics teaching and learning with multimedia applications: a review of teacher-oriented literature in 34 local language journals from 2006 to 2015. International Journal of Science Education. 41(9). 1181–1206. 15 indexed citations

Pospiech, Gesche, Stijn Ceuppens, Mieke De Cock, et al.. (2019). Role of graphs in the mathematization process in physics education. Journal of Physics Conference Series. 1287(1). 12014–12014. 2 indexed citations

10.

Michelini, Marisa, L. Santi, & Alberto Stefanel. (2016). Teaching modern physics in secondary school. 231–231. 10 indexed citations

11.

Stefanel, Alberto, Marisa Michelini, & L. Santi. (2016). Upper secondary students face optic diffraction using simple experiments and on-line measurements. 240–240. 1 indexed citations

12.

Michelini, Marisa & Alberto Stefanel. (2015). Research based activities in teacher professional development on optics. Institutional Research Information System (University of Udine). 38(3). 1–12. 2 indexed citations

13.

Stefanel, Alberto, Marisa Michelini, & L. Santi. (2014). Upper secondary students face optic diffraction using simple experiments and on-line measurements. 240. 1 indexed citations

14.

Michelini, Marisa, L. Santi, & Alberto Stefanel. (2013). La formación docente: un reto para la investigación. SHILAP Revista de lepidopterología. 2 indexed citations

15.

Michelini, Marisa & Alberto Stefanel. (2012). Materiali e strumenti interattivi in rete telematica per la formazione iniziale in ﬁsica degli insegnanti della scuola primaria. SHILAP Revista de lepidopterología.

16.

Michelini, Marisa, et al.. (2010). Thermal sensors interfaced with computer as extension of senses in Kindergarten and Primary School. Institutional Research Information System (University of Udine). 33(3). 171–179. 3 indexed citations

17.

Michelini, Marisa, R. Ragazzon, L. Santi, & Alberto Stefanel. (2004). Discussion of a didactic proposal on quantum mechanics with secondary school students. Institutional Research Information System (University of Udine). 27(5). 555. 9 indexed citations

18.

Michelini, Marisa, R. Ragazzon, L. Santi, & Alberto Stefanel. (2000). Proposal for quantum physics in secondary school. Physics Education. 35(6). 406–410. 66 indexed citations

19.

Stefanel, Alberto. (1998). Una experiencia en el marco de la Introducción de la Física Cuántica en la escuela secundaria. SHILAP Revista de lepidopterología. 11(2). 35–44. 5 indexed citations

20.

Corni, Federico, G. Ottaviani, Marisa Michelini, L. Santi, & Alberto Stefanel. (1996). Rutherford Backscattering Spectrometry: a technique worth introducing into pedagogy. IRIS UNIMORE (University of Modena and Reggio Emilia). 266–272.

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.

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