Birgit J. Neuhaus

1.9k total citations
78 papers, 1.2k citations indexed

About

Birgit J. Neuhaus is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Birgit J. Neuhaus has authored 78 papers receiving a total of 1.2k indexed citations (citations by other indexed papers that have themselves been cited), including 55 papers in Education, 40 papers in Developmental and Educational Psychology and 18 papers in Social Psychology. Recurrent topics in Birgit J. Neuhaus's work include Science Education and Pedagogy (38 papers), Educational Strategies and Epistemologies (24 papers) and Innovative Teaching and Learning Methods (23 papers). Birgit J. Neuhaus is often cited by papers focused on Science Education and Pedagogy (38 papers), Educational Strategies and Epistemologies (24 papers) and Innovative Teaching and Learning Methods (23 papers). Birgit J. Neuhaus collaborates with scholars based in Germany, United States and Austria. Birgit J. Neuhaus's co-authors include Christian Förtsch, Lena von Kotzebue, Frank Fischer, Tina Seidel, Angela Sandmann, Soonhye Park, Jan van Driel, William J. Boone, Martin R. Fischer and Ralf Schmidmaier and has published in prestigious journals such as SHILAP Revista de lepidopterología, PLoS ONE and IEEE Transactions on Microwave Theory and Techniques.

In The Last Decade

Birgit J. Neuhaus

72 papers receiving 1.1k citations

Peers

Birgit J. Neuhaus
Stefan Ufer Germany
Jennifer L. Momsen United States
Johanna Kaiser Germany
J. Ronald Gentile United States
Sarah Miller United States
Nancy Pelaez United States
Alexander Gröschner Germany
Marika Ginsburg‐Block United States
Cara Gormally United States
John T. Bruer United States
Stefan Ufer Germany
Birgit J. Neuhaus
Citations per year, relative to Birgit J. Neuhaus Birgit J. Neuhaus (= 1×) peers Stefan Ufer

Countries citing papers authored by Birgit J. Neuhaus

Since Specialization
Citations

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

Fields of papers citing papers by Birgit J. Neuhaus

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Birgit J. Neuhaus. 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 Birgit J. Neuhaus. The network helps show where Birgit J. Neuhaus may publish in the future.

Co-authorship network of co-authors of Birgit J. Neuhaus

This figure shows the co-authorship network connecting the top 25 collaborators of Birgit J. Neuhaus. A scholar is included among the top collaborators of Birgit J. Neuhaus 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 Birgit J. Neuhaus. Birgit J. Neuhaus 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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Chernikova, Olga, Matthias Stadler, Daniel Sommerhoff, et al.. (2024). The relation between learners’ experience in simulations and diagnostic accuracy: Generalizability across medical and teacher education. Computers in Human Behavior Reports. 15. 100454–100454. 2 indexed citations
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Bannert, Maria, et al.. (2024). Are Digital Tools More Often Implemented in High-Quality Lessons?—Profiles of Instructional Quality and the Use of Digital Tools in Biology and Mathematics Lessons. International Journal of Science and Mathematics Education. 23(5). 1439–1465. 1 indexed citations
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Chinn, Clark A., et al.. (2023). Fostering the Collaborative Diagnosis of Cross-Domain Skills in Video-Based Simulations. Computer-supported collaborative learning/˜The œComputer-Supported Collaborative Learning Conference. 139–146. 2 indexed citations
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Chinn, Clark A., et al.. (2023). The diagnosis of scientific reasoning skills: how teachers’ professional knowledge predicts their diagnostic accuracy. Frontiers in Education. 8. 2 indexed citations
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Förtsch, Christian, et al.. (2023). Using Video-Based Simulations to Foster pPCK/ePCK—New Thoughts on the Refined Consensus Model of PCK. Education Sciences. 13(3). 261–261. 5 indexed citations
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Förtsch, Christian, et al.. (2022). Scaffolding pre-service biology teachers’ diagnostic competences in a video-based Learning environment: measuring the effect of different types of scaffolds. International Journal of Science Education. 44(9). 1506–1526. 4 indexed citations
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Förtsch, Christian, et al.. (2022). The Refined Consensus Model of Pedagogical Content Knowledge (PCK): Detecting Filters between the Realms of PCK. Education Sciences. 12(9). 592–592. 12 indexed citations
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Kramer, M. Gabriela, et al.. (2021). Kodiermanual DiKoBi - Messung von Diagnosekompetenzen von Biologielehrkräften im Biologieunterricht mit einem videobasierten Simulationstool. Open access LMU (Ludwid Maxmilian's Universitat Munchen). 1 indexed citations
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Kotzebue, Lena von, et al.. (2021). Dealing with Student Errors in Whole-Class Discussions of Biology Lessons at German Secondary Schools. International Journal of Science and Mathematics Education. 20(3). 459–480. 6 indexed citations
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Sodian, Beate, et al.. (2020). Scientific Reasoning in Biology – the Impact of Domain-General and Domain-Specific Concepts on Children’s Observation Competency. Frontiers in Psychology. 11. 1050–1050. 7 indexed citations
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Eberle, Julia, et al.. (2020). Regulations and practices of structured doctoral education in the life sciences in Germany. PLoS ONE. 15(7). e0233415–e0233415. 9 indexed citations
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Seidel, Tina, Ansgar Opitz, Andreas Hetmanek, et al.. (2019). Facilitating Diagnostic Competences in Simulations: A Conceptual Framework and a Research Agenda for Medical and Teacher Education.. Frontline Learning Research. 7(4). 1–24. 12 indexed citations
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Reiche, Ina, et al.. (2019). Tracing the colours of Hermogenes’ temple of Artemis: architectural surface analysis in the Antikensammlung Berlin. Industrias Culturais (Universidade de Coimbra). 48. 14–26. 3 indexed citations
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Förtsch, Christian, et al.. (2018). Biology instruction using a generic framework of scientific reasoning and argumentation. Teaching and Teacher Education. 75. 232–243. 20 indexed citations
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Borowski, Andreas, Birgit J. Neuhaus, Joachim Wirth, et al.. (2010). Professionswissen von Lehrkräften in den Naturwissenschaften (ProwiN) - Kurzdarstellung des BMBF-Projekts. Pedocs (German Institute for International Educational Research). 14 indexed citations
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Weis, Serge, Birgit J. Neuhaus, & Parviz Mehraein. (1994). Activation of microglia in HIV-1 infected brains is not dependent on the presence of HIV-1 antigens. Neuroreport. 5(12). 1514–1516. 23 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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