Doris Lewalter

1.5k total citations
51 papers, 837 citations indexed

About

Doris Lewalter is a scholar working on Education, Sociology and Political Science and Experimental and Cognitive Psychology. According to data from OpenAlex, Doris Lewalter has authored 51 papers receiving a total of 837 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Education, 18 papers in Sociology and Political Science and 17 papers in Experimental and Cognitive Psychology. Recurrent topics in Doris Lewalter's work include Visual and Cognitive Learning Processes (13 papers), Education Methods and Technologies (13 papers) and Museums and Cultural Heritage (13 papers). Doris Lewalter is often cited by papers focused on Visual and Cognitive Learning Processes (13 papers), Education Methods and Technologies (13 papers) and Museums and Cultural Heritage (13 papers). Doris Lewalter collaborates with scholars based in Germany, United States and Morocco. Doris Lewalter's co-authors include Andreas Gegenfurtner, Stephan Schwan, Alejandro Grajal, Maximilian Knogler, Judith M. Harackiewicz, Stephanie Moser, Andreas Krapp, Hans Gruber, Erno Lehtinen and Roland Brünken and has published in prestigious journals such as SHILAP Revista de lepidopterología, Educational Psychologist and Teaching and Teacher Education.

In The Last Decade

Doris Lewalter

47 papers receiving 773 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Doris Lewalter Germany 12 333 291 240 193 110 51 837
Detlef Urhahne Germany 22 1.0k 3.0× 410 1.4× 520 2.2× 388 2.0× 107 1.0× 62 1.6k
Lisa F. Smith New Zealand 14 378 1.1× 236 0.8× 119 0.5× 185 1.0× 61 0.6× 46 987
Weihua Niu United States 19 209 0.6× 1.1k 3.8× 175 0.7× 350 1.8× 78 0.7× 39 1.4k
Michael F. Mascolo United States 14 245 0.7× 130 0.4× 165 0.7× 271 1.4× 146 1.3× 48 831
Kalle Juuti Finland 22 951 2.9× 235 0.8× 415 1.7× 278 1.4× 141 1.3× 101 1.5k
Stephen Lehman United States 8 455 1.4× 440 1.5× 487 2.0× 205 1.1× 90 0.8× 8 1.0k
Ricki Goldman United States 10 612 1.8× 94 0.3× 428 1.8× 108 0.6× 189 1.7× 24 1.1k
Terri Flowerday United States 10 524 1.6× 356 1.2× 479 2.0× 315 1.6× 107 1.0× 18 1.1k
Benjamin C. Heddy United States 18 980 2.9× 418 1.4× 672 2.8× 443 2.3× 263 2.4× 45 1.8k
Marie‐Claire Shanahan Canada 11 651 2.0× 265 0.9× 267 1.1× 138 0.7× 155 1.4× 21 1.2k

Countries citing papers authored by Doris Lewalter

Since Specialization
Citations

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

Fields of papers citing papers by Doris Lewalter

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Doris Lewalter

This figure shows the co-authorship network connecting the top 25 collaborators of Doris Lewalter. A scholar is included among the top collaborators of Doris Lewalter 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 Doris Lewalter. Doris Lewalter 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.
Daumiller, Martin, et al.. (2025). Guiding attention in the classroom: An eye‐tracking study on the associations between preservice teachers' goals and noticing of student interactions. British Journal of Educational Psychology. 95(S1). S115–S132. 4 indexed citations
2.
Lewalter, Doris, Katrin Neubauer, & Stephanie Moser. (2025). Self-regulated STEM learning in museums—the role of learner characteristics and visit-related activities in school. International Journal of STEM Education. 12(1). 1 indexed citations
3.
Bauer, Johannes, et al.. (2024). Learning to self-regulate the professional work outside the classroom: A resource for novice teachers?. Teaching and Teacher Education. 153. 104824–104824. 1 indexed citations
4.
5.
Lewalter, Doris, et al.. (2023). PISA 2022. Waxmann Verlag GmbH eBooks. 11 indexed citations
6.
Schwan, Stephan, et al.. (2023). Presenting a socio‐scientific issue in a science and technology museum: Effects on interest, knowledge and argument repertoire. Science Education. 108(1). 107–122. 1 indexed citations
7.
Brünken, Roland, et al.. (2023). Assessment of noticing of classroom disruptions: a multi-methods approach. Frontiers in Education. 8. 4 indexed citations
8.
Lewalter, Doris, et al.. (2023). Video Annotation as a Supporting Tool for Video-based Learning in Teacher Training – A Systematic Literature Review. International Journal of Higher Education. 12(2). 1–1. 2 indexed citations
9.
Kollar, Ingo, et al.. (2023). Guiding pre-service teachers’ visual attention through instructional settings: an eye-tracking study. Frontiers in Education. 8. 8 indexed citations
10.
Diedrich, Jennifer, et al.. (2022). Klimabewusstsein Fünfzehnjähriger in Deutschland. Vom Wissen und Können übers Wollen und Zutrauen zum Tun. Waxmann Verlag GmbH eBooks. 1 indexed citations
11.
Lewalter, Doris, Andreas Gegenfurtner, & K. Ann Renninger. (2021). Out-of-school programs and interest: Design considerations based on a meta-analysis. Educational Research Review. 34. 100406–100406. 11 indexed citations
12.
Lewalter, Doris, et al.. (2020). There is more to touch than meets the eye: haptic exploration in a science museum. International Journal of Science Education. 42(18). 3026–3048. 8 indexed citations
13.
Lewalter, Doris, et al.. (2019). Assessing Secondary School Students’ Justifications for Supporting or Rejecting a Scientific Hypothesis in the Physics Lab. Research in Science Education. 51(3). 819–844. 7 indexed citations
14.
Seidel, Tina, Kristina Reiss, Johannes Bauer, et al.. (2016). Kompetenzorientierte und evidenzbasierte Lehrerinnen- und Lehrerbildung: Didaktische Weiterentwicklungen im Projekt Teach@TUM. BzL - Beiträge zur Lehrerinnen- und Lehrerbildung. 34(2). 230–242. 1 indexed citations
15.
Seidel, Tina, Kristina Reiss, Johannes Bauer, et al.. (2016). Kompetenzorientierte und evidenzbasierte Lehrerinnen- und Lehrerbildung: Didaktische Weiterentwicklungen im Projekt Teach@TUM. SHILAP Revista de lepidopterología. 34(2). 230–242. 2 indexed citations
16.
Schwan, Stephan, Alejandro Grajal, & Doris Lewalter. (2014). Understanding and Engagement in Places of Science Experience: Science Museums, Science Centers, Zoos, and Aquariums. Educational Psychologist. 49(2). 70–85. 114 indexed citations
17.
Lewalter, Doris, et al.. (2013). Fragile knowledge and conflicting evidence: what effects do contiguity and personal characteristics of museum visitors have on their processing depth?. European Journal of Psychology of Education. 29(2). 215–238. 3 indexed citations
18.
Knogler, Maximilian & Doris Lewalter. (2013). Design-Based Research im naturwissenschaftlichen Unterricht. Psychologie in Erziehung und Unterricht. 61(1). 4 indexed citations
19.
Lewalter, Doris & Ariane Willems. (2004). Die Bedeutung des motivationsrelevanten Erlebens und des individuellen Fachinteresses für das situationale Interesse im Mathematikunterricht. Psychologie in Erziehung und Unterricht. 243–257. 5 indexed citations
20.
Lewalter, Doris. (2003). Cognitive strategies for learning from static and dynamic visuals. Learning and Instruction. 13(2). 177–189. 172 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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