Andreas Nehring

710 total citations
43 papers, 394 citations indexed

About

Andreas Nehring is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Andreas Nehring has authored 43 papers receiving a total of 394 indexed citations (citations by other indexed papers that have themselves been cited), including 35 papers in Education, 19 papers in Developmental and Educational Psychology and 9 papers in Sociology and Political Science. Recurrent topics in Andreas Nehring's work include Science Education and Pedagogy (18 papers), Educational Strategies and Epistemologies (16 papers) and Education Methods and Technologies (9 papers). Andreas Nehring is often cited by papers focused on Science Education and Pedagogy (18 papers), Educational Strategies and Epistemologies (16 papers) and Education Methods and Technologies (9 papers). Andreas Nehring collaborates with scholars based in Germany, Switzerland and Austria. Andreas Nehring's co-authors include Rüdiger Tiemann, Annette Upmeier zu Belzen, Anna‐Katharina Praetorius, Erin Gerlach, Christian Herrmann, Moritz Krell, Martin Schwichow, Peter A. Edelsbrunner, Anett Hoppe and Ralph Ewerth and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers & Education and Journal of Research in Science Teaching.

In The Last Decade

Andreas Nehring

37 papers receiving 377 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Andreas Nehring Germany 12 282 151 52 39 34 43 394
Noemi Waight United States 11 254 0.9× 141 0.9× 25 0.5× 38 1.0× 23 0.7× 19 328
Zehavit Kohen Israel 12 329 1.2× 206 1.4× 21 0.4× 34 0.9× 36 1.1× 24 446
Nathaniel Lasry Canada 12 595 2.1× 169 1.1× 28 0.5× 37 0.9× 54 1.6× 35 703
Sascha Schanze Germany 7 375 1.3× 238 1.6× 30 0.6× 26 0.7× 52 1.5× 18 526
Rüdiger Tiemann Germany 11 275 1.0× 193 1.3× 20 0.4× 25 0.6× 52 1.5× 27 406
Şule Bayraktar Türkiye 9 348 1.2× 119 0.8× 20 0.4× 26 0.7× 30 0.9× 23 430
Dermot Donnelly‐Hermosillo United States 11 311 1.1× 159 1.1× 43 0.8× 25 0.6× 46 1.4× 19 430
Jamie N. Mikeska United States 12 515 1.8× 303 2.0× 40 0.8× 53 1.4× 48 1.4× 42 635
Kristen A. Malzahn United States 5 366 1.3× 149 1.0× 31 0.6× 29 0.7× 25 0.7× 9 431
Martin Schwichow Germany 8 290 1.0× 156 1.0× 61 1.2× 44 1.1× 11 0.3× 19 401

Countries citing papers authored by Andreas Nehring

Since Specialization
Citations

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

Fields of papers citing papers by Andreas Nehring

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Andreas Nehring

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

All Works

20 of 20 papers shown
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Polarz, Sebastian, et al.. (2025). Towards defining, assessing and modelling competency levels in stoichiometry. Chemistry Education Research and Practice. 27(1). 351–367.
3.
Nehring, Andreas & Sascha Schanze. (2025). Turning the Plurality of Chemistry into a Resource for Learning: A Core Competency of Chemistry Teachers. Science & Education. 34(4). 2051–2078. 1 indexed citations
4.
Schneider, Andreas, et al.. (2025). Making Participation Accessible to All: Evaluating the Redesign of a General Chemistry Lab Course from a Blind Student’s Perspective. Journal of Chemical Education. 102(10). 4357–4367.
5.
Nehring, Andreas, et al.. (2025). A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness. International Journal of Artificial Intelligence in Education. 35(4). 1631–1694. 1 indexed citations
6.
Kremer, Kerstin, et al.. (2024). Students' awareness and conceptions of science‐related communication mechanisms on social media. Journal of Research in Science Teaching. 62(3). 756–791. 4 indexed citations
7.
Ewerth, Ralph, et al.. (2024). Exploring Data Mining in Chemistry Education: Building a Web-Based Learning Platform for Learning Analytics. Journal of Chemical Education. 101(3). 930–940. 6 indexed citations
8.
Nehring, Andreas, et al.. (2024). Fostering scientific reasoning competencies: investigating impacts of cross- and within-content area experimentation using the competency triad. International Journal of Science Education. 48(1). 73–97. 1 indexed citations
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Edelsbrunner, Peter A., et al.. (2022). Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies. Educational Psychology Review. 34(3). 1541–1575. 25 indexed citations
11.
Krell, Moritz, et al.. (2022). Scientific Reasoning in Science Education: From Global Measures to Fine-Grained Descriptions of Students’ Competencies. Education Sciences. 12(2). 97–97. 13 indexed citations
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Praetorius, Anna‐Katharina & Andreas Nehring. (2020). Unterrichtsqualität zwischen Generik und Fachspezifik: Einführung in den Thementeil. Unterrichtswissenschaft. 48(3). 297–301. 5 indexed citations
15.
Praetorius, Anna‐Katharina, et al.. (2020). Unterrichtsqualität in den Fachdidaktiken im deutschsprachigen Raum – zwischen Generik und Fachspezifik. Unterrichtswissenschaft. 48(3). 409–446. 38 indexed citations
16.
Nehring, Andreas, et al.. (2020). Kriterien naturwissenschaftsdidaktischer Unterrichtsqualität – ein systematisches Review videobasierter Unterrichtsforschung. Unterrichtswissenschaft. 48(3). 319–360. 8 indexed citations
17.
Nehring, Andreas, et al.. (2018). Chemistry Demonstrations and Visual Attention: Does the Setup Matter? Evidence from a Double-Blinded Eye-Tracking Study. Journal of Chemical Education. 95(10). 1724–1735. 10 indexed citations
18.
Nehring, Andreas, et al.. (2017). Eine inklusive Lernumgebung ist nicht genug: Fachspezifik, Theoretisierung und inklusive Unterrichtsentwicklung in den Naturwissenschaftsdidaktiken. 1 indexed citations
19.
Schwarz, Gunnar, et al.. (2014). Protein Quantification by Elemental Mass Spectrometry: An Experiment for Graduate Students. Journal of Chemical Education. 91(12). 2167–2170. 13 indexed citations
20.

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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