Bettina Dahl

536 total citations
42 papers, 302 citations indexed

About

Bettina Dahl is a scholar working on Education, Developmental and Educational Psychology and Media Technology. According to data from OpenAlex, Bettina Dahl has authored 42 papers receiving a total of 302 indexed citations (citations by other indexed papers that have themselves been cited), including 34 papers in Education, 16 papers in Developmental and Educational Psychology and 11 papers in Media Technology. Recurrent topics in Bettina Dahl's work include Innovative Teaching and Learning Methods (13 papers), Mathematics Education and Teaching Techniques (12 papers) and Problem and Project Based Learning (10 papers). Bettina Dahl is often cited by papers focused on Innovative Teaching and Learning Methods (13 papers), Mathematics Education and Teaching Techniques (12 papers) and Problem and Project Based Learning (10 papers). Bettina Dahl collaborates with scholars based in Denmark, Norway and United States. Bettina Dahl's co-authors include Claus Brabrand, Xiangyun Du, Anette Kolmos, Jette Egelund Holgaard, Juebei Chen, Mette Andresen, Hans Hüttel, Hubert Ertl, Søren Hansen and Lykke Brogaard Bertel and has published in prestigious journals such as SHILAP Revista de lepidopterología, Higher Education and Educational Studies in Mathematics.

In The Last Decade

Bettina Dahl

38 papers receiving 272 citations

Peers

Bettina Dahl

EDUCA

DEP

CSA

Peter Rillero United States

Joi Merritt United States

Barbara Kensington-Miller New Zealand

Natalie Tran United States

Wan Zah Wan Ali Malaysia

Angela T. Barlow United States

Tracy S. Craig South Africa

Krista Simons United States

Vinesh Chandra Australia

Israel Touitou United States

Peter Rillero United States

Bettina Dahl

269 ×1.3

EDUCA

77 ×1.0

DEP

22 ×0.5

26 ×0.7

CSA

39 ×1.0

Citations per year, relative to Bettina Dahl Bettina Dahl (= 1×) peers Peter Rillero

Countries citing papers authored by Bettina Dahl

Since Specialization

Citations

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

Fields of papers citing papers by Bettina Dahl

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Bettina Dahl

This figure shows the co-authorship network connecting the top 25 collaborators of Bettina Dahl. A scholar is included among the top collaborators of Bettina Dahl 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 Bettina Dahl. Bettina Dahl 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

Dahl, Bettina, et al.. (2023). A Systematic Review of Engineering Students in Intercultural Teamwork: Characteristics, Challenges, and Coping Strategies. Education Sciences. 13(6). 540–540. 11 indexed citations

Andresen, Mette & Bettina Dahl. (2023). Discussion about the role of teacher authority when making a transition into creative problem-solving in mathematics. SHILAP Revista de lepidopterología. 17(1).

Bertel, Lykke Brogaard, et al.. (2022). Bridging the Gender Gap through Problem-Based Learning in STEM Labs: What can we learn from Biotechnology?. 2022 IEEE Frontiers in Education Conference (FIE). 1–5. 2 indexed citations

Dahl, Bettina, et al.. (2022). A narrative inquiry into developing learner agency of engineering students in an intercultural PBL environment. European Journal of Engineering Education. 47(6). 1103–1121. 9 indexed citations

Dahl, Bettina, et al.. (2021). How lower secondary pupils work with design in green entrepreneurship in STEM education competitions. International Journal of Technology and Design Education. 32(5). 2467–2493. 5 indexed citations

Andresen, Mette & Bettina Dahl. (2018). Classroom Dialogue as a French Braid: A Case Study from Trigonometry. VBN Forskningsportal (Aalborg Universitet). 2. 43–50. 1 indexed citations

Dahl, Bettina, Jette Egelund Holgaard, Hans Hüttel, & Anette Kolmos. (2016). Students' Experiences of Change in a PBL Curriculum. International journal of engineering education. 32(1). 384–395. 4 indexed citations

Dahl, Bettina. (2016). First-Year Non-STEM Majors’ Use of Definitions to Solve Calculus Tasks: Benefits of Using Concept Image over Concept Definition?. International Journal of Science and Mathematics Education. 15(7). 1303–1322. 10 indexed citations

Kolmos, Anette, Jette Egelund Holgaard, & Bettina Dahl. (2013). Reconstructing the Aalborg Model for PBL: a case from the Faculty of Engineering and Science, Aalborg University. VBN Forskningsportal (Aalborg Universitet). 289–296. 7 indexed citations

10.

Dahl, Bettina & Anette Kolmos. (2013). Students and Supervisors’ Views of Individual vs. Group Based Project Exams in Engineering Education. VBN Forskningsportal (Aalborg Universitet). 1 indexed citations

11.

Dahl, Bettina. (2010). Kompetencer i matematik ved overgangen mellem det almene gymnasium og universitetet: En SOLO-analyse af progression og vidensformer i læreplaner og kursusbeskrivelser. SHILAP Revista de lepidopterología. 1 indexed citations

12.

Dahl, Bettina, et al.. (2009). Conformity or confusion? Changing higher education grading scales as a part of the Bologna Process: the cases of Denmark, Norway and Sweden. Learning and Teaching. 2(1). 39–79. 3 indexed citations

13.

Dahl, Bettina. (2009). Transition problems in mathematics that face students moving from compulsory through to tertiary level education in Denmark: Mismatch of competencies and progression. 2. 369–376. 1 indexed citations

14.

Dahl, Bettina. (2005). A Comparison of the Danish and the Virginia Secondary teacher Education System: Their values and Emphasis on Mathematics Content Knowledge. The Mathematics Enthusiast. 2(2). 93–106. 2 indexed citations

15.

Dahl, Bettina, et al.. (2004). A Nordic community: Ideas of education and democracy in mathematics?. 1–10. 3 indexed citations

16.

Dahl, Bettina. (2003). What Can We Learn about Cognitive Learning Processes by Asking the Pupils. Proceedings of the ... PME Conference. 2. 277–284. 1 indexed citations

17.

Phillips, David R., et al.. (2003). Interpreting EU Educational Policies: The Cases of the European Dimension in Education and the Socrates and Leonardo Programmes. Open Research Online (The Open University). 1 indexed citations

18.

Dahl, Bettina. (2003). A Synthesis of different psychological learning theories? Piaget and Vygotsky. 17. 7 indexed citations

19.

Dahl, Bettina. (2002). A focus group study of Danish and English high-achieving high school pupils of mathematics: What can we learn from their verbalised explanations of how they learn mathematics. 3 indexed citations

20.

Dahl, Bettina. (1996). Learning Mathematics as Language-Games Transitions. VBN Forskningsportal (Aalborg Universitet). 1 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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