Antti Laherto

767 total citations
35 papers, 466 citations indexed

About

Antti Laherto is a scholar working on Education, Sociology and Political Science and Management, Monitoring, Policy and Law. According to data from OpenAlex, Antti Laherto has authored 35 papers receiving a total of 466 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Education, 12 papers in Sociology and Political Science and 11 papers in Management, Monitoring, Policy and Law. Recurrent topics in Antti Laherto's work include Science Education and Pedagogy (13 papers), Environmental Education and Sustainability (11 papers) and Climate Change Communication and Perception (9 papers). Antti Laherto is often cited by papers focused on Science Education and Pedagogy (13 papers), Environmental Education and Sustainability (11 papers) and Climate Change Communication and Perception (9 papers). Antti Laherto collaborates with scholars based in Finland, Germany and Italy. Antti Laherto's co-authors include Olivia Levrini, Elina Palmgren, Shulamit Kapon, Giulia Tasquier, Ilka Parchmann, Caitlin Wilson, Lorenz Kampschulte, Ron Blonder, Sevil Akaygün and Jari Lavonen and has published in prestigious journals such as SHILAP Revista de lepidopterología, Pure and Applied Chemistry and Science Education.

In The Last Decade

Antti Laherto

33 papers receiving 447 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Antti Laherto Finland 15 287 107 98 97 74 35 466
Virginie Albe France 11 482 1.7× 266 2.5× 67 0.7× 133 1.4× 131 1.8× 44 733
Marc Stuckey Germany 6 300 1.0× 162 1.5× 46 0.5× 35 0.4× 12 0.2× 9 422
Veli-Matti Vesterinen Finland 11 305 1.1× 140 1.3× 48 0.5× 37 0.4× 12 0.2× 29 395
Marcelle A. Siegel United States 14 546 1.9× 236 2.2× 41 0.4× 53 0.5× 24 0.3× 40 672
Ellen J. Yezierski United States 15 531 1.9× 216 2.0× 16 0.2× 22 0.2× 23 0.3× 57 703
Hanna Westbroek Netherlands 13 670 2.3× 317 3.0× 17 0.2× 65 0.7× 14 0.2× 23 805
Joseph Paul Ferguson Australia 10 161 0.6× 88 0.8× 38 0.4× 67 0.7× 9 0.1× 32 296
Digna Couso Spain 11 328 1.1× 181 1.7× 26 0.3× 30 0.3× 19 0.3× 72 529
Ozcan Gulacar United States 12 274 1.0× 101 0.9× 23 0.2× 16 0.2× 11 0.1× 38 397
Martine Méheut France 12 362 1.3× 157 1.5× 19 0.2× 47 0.5× 13 0.2× 19 452

Countries citing papers authored by Antti Laherto

Since Specialization
Citations

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

Fields of papers citing papers by Antti Laherto

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Antti Laherto

This figure shows the co-authorship network connecting the top 25 collaborators of Antti Laherto. A scholar is included among the top collaborators of Antti Laherto 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 Antti Laherto. Antti Laherto 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
1.
Breitenmoser, Petra, et al.. (2025). Science Education for Collective Agency in the Climate Crisis: A Social Identity Approach. Research in Science Education. 55(4). 1149–1168. 2 indexed citations
2.
Lavonen, Jari, et al.. (2023). Agency and Transformative Potential of Technology in Students’ Images of the Future. Science & Education. 33(5). 1145–1169. 14 indexed citations
3.
Palmgren, Elina, et al.. (2022). Futurising science education: students’ experiences from a course on futures thinking and quantum computing. Instructional Science. 50(3). 425–447. 25 indexed citations
4.
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6.
Laherto, Antti, et al.. (2019). Development & validation of scientific video vignettes to promote perception of authentic science in student laboratories. Research in Science & Technological Education. 38(2). 168–184. 13 indexed citations
7.
Kapon, Shulamit, Antti Laherto, & Olivia Levrini. (2018). Disciplinary authenticity and personal relevance in school science. Science Education. 102(5). 1077–1106. 55 indexed citations
8.
Laherto, Antti, et al.. (2018). The I SEE project: An approach to futurize STEM education. Archivio Istituzionale della Ricerca (Universita Degli Studi Di Milano). 9(9). 10–26. 20 indexed citations
9.
Laherto, Antti, et al.. (2018). Tiedeopetuksen muuttuvat tavoitteet. Työväentutkimus Vuosikirja. 2(1). 20–38. 3 indexed citations
10.
Laherto, Antti, et al.. (2017). Profiling teachers based on their professional attitudes towards teaching responsible research and innovation. European Journal of Science and Mathematics Education. 5(3). 271–284. 18 indexed citations
11.
Laherto, Antti, Olivia Levrini, Anna De Ambrosis, et al.. (2017). UNDERSTANDING FIRST YEAR UNIVERSITY STUDENTS' CURIOSITY AND INTEREST ABOUT PHYSICS. Archivio istituzionale della ricerca (Alma Mater Studiorum Università di Bologna). 1–3. 1 indexed citations
12.
Kapon, Shulamit, Antti Laherto, & Olivia Levrini. (2016). Conceptualizing Authenticity and Relevance of Science Education in Interactional Terms. Archivio istituzionale della ricerca (Alma Mater Studiorum Università di Bologna). 843–846. 3 indexed citations
13.
Levrini, Olivia, Anna De Ambrosis, S. Hemmer, et al.. (2016). Understanding first-year students’ curiosity and interest about physics—lessons learned from the HOPE project. European Journal of Physics. 38(2). 25701–25701. 18 indexed citations
14.
Blonder, Ron, et al.. (2016). Responsible Research and Innovation in secondary school science classrooms: experiences from the project Irresistible. Pure and Applied Chemistry. 89(2). 211–219. 14 indexed citations
15.
Blonder, Ron, et al.. (2016). The Project Irresistible: Introducing Responsible Research and Innovation into the Secondary School Classroom. 1–17.
16.
Laherto, Antti. (2012). Informing the Development of Science Exhibitions Through Educational Research. International Journal of Science Education Part B. 3(2). 121–143. 13 indexed citations
17.
Laherto, Antti. (2012). Making use of educational research in the planning of a nanoscience exhibition. 87–93. 1 indexed citations
18.
Laherto, Antti. (2012). Nanoscience education for scientific literacy: Opportunities and challenges in secondary school and in out-of-school settings. SHILAP Revista de lepidopterología. 8(3). 304–304. 9 indexed citations
19.
Laherto, Antti. (2010). An analysis of the educational significance of nanoscience and nanotechnology in scientific and technological literacy. SHILAP Revista de lepidopterología. 21(3). 160–175. 49 indexed citations
20.
Laherto, Antti. (1970). Incorporating nanoscale science and technology into secondary school curriculum: Views of nano-trained science teachers. Nordic Studies in Science Education. 7(2). 126–139. 15 indexed citations

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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