Harrie Eijkelhof

733 total citations
33 papers, 481 citations indexed

About

Harrie Eijkelhof is a scholar working on Education, Sociology and Political Science and Developmental and Educational Psychology. According to data from OpenAlex, Harrie Eijkelhof has authored 33 papers receiving a total of 481 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 5 papers in Sociology and Political Science and 5 papers in Developmental and Educational Psychology. Recurrent topics in Harrie Eijkelhof's work include Science Education and Pedagogy (11 papers), Education and Technology Integration (4 papers) and Statistics Education and Methodologies (4 papers). Harrie Eijkelhof is often cited by papers focused on Science Education and Pedagogy (11 papers), Education and Technology Integration (4 papers) and Statistics Education and Methodologies (4 papers). Harrie Eijkelhof collaborates with scholars based in Netherlands, Ghana and United States. Harrie Eijkelhof's co-authors include P.L. Lijnse, Arthur Bakker, Robin Millar, Kerst Boersma, Thoni Houtveen, Elwin Savelsbergh, H.P. Hooymayers, Senta A. Raizen, T. van der Valk and John Olson and has published in prestigious journals such as SHILAP Revista de lepidopterología, Science Education and International Journal of Science Education.

In The Last Decade

Harrie Eijkelhof

30 papers receiving 422 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Harrie Eijkelhof Netherlands 13 368 183 86 38 28 33 481
Maurício Pietrocola Brazil 11 361 1.0× 96 0.5× 97 1.1× 28 0.7× 19 0.7× 52 444
Barry Mccrae Australia 6 386 1.0× 167 0.9× 42 0.5× 42 1.1× 21 0.8× 9 468
Martin Schwichow Germany 8 290 0.8× 156 0.9× 61 0.7× 44 1.2× 15 0.5× 19 401
Janet E. Coffey United States 9 686 1.9× 333 1.8× 57 0.7× 26 0.7× 19 0.7× 13 773
Marie‐Geneviève Séré France 10 402 1.1× 220 1.2× 38 0.4× 48 1.3× 37 1.3× 31 476
Luli Stern Israel 6 309 0.8× 145 0.8× 28 0.3× 53 1.4× 8 0.3× 8 373
Erika G. Offerdahl United States 13 468 1.3× 166 0.9× 25 0.3× 40 1.1× 8 0.3× 41 613
Malcolm Swan United Kingdom 13 538 1.5× 139 0.8× 51 0.6× 24 0.6× 163 5.8× 32 642
Alberto Villani Brazil 11 344 0.9× 102 0.6× 70 0.8× 18 0.5× 3 0.1× 67 417
Francis Jones Canada 8 341 0.9× 96 0.5× 30 0.3× 18 0.5× 10 0.4× 20 508

Countries citing papers authored by Harrie Eijkelhof

Since Specialization
Citations

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

Fields of papers citing papers by Harrie Eijkelhof

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Harrie Eijkelhof

This figure shows the co-authorship network connecting the top 25 collaborators of Harrie Eijkelhof. A scholar is included among the top collaborators of Harrie Eijkelhof 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 Harrie Eijkelhof. Harrie Eijkelhof 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.
Kuiper, Wilmad, et al.. (2020). Design principles for language sensitive technology lessons in teacher education. International Journal of Technology and Design Education. 32(2). 971–986. 1 indexed citations
2.
Eijkelhof, Harrie, et al.. (2018). High-school students engaging with researchers within a pre-university programme: Motivations and experiences. SHILAP Revista de lepidopterología. 2(1). 2 indexed citations
3.
Savelsbergh, Elwin, et al.. (2018). Understanding kinematics graphs using MBL tools, simulations and graph samples in an interactive engagement context in a Ghanaian university. Journal of Physics Conference Series. 1076. 12002–12002. 11 indexed citations
4.
Eijkelhof, Harrie, et al.. (2014). Kennisbasis natuurwetenschappen en technologie voor de onderbouw vo: Een richtinggevend leerplankader. Utrecht University Repository (Utrecht University). 3 indexed citations
5.
Eijkelhof, Harrie. (2014). Curriculum policy implications of the PISA scientific literacy framework. Utrecht University Repository (Utrecht University). 26–33. 2 indexed citations
6.
Bakker, Arthur, et al.. (2013). BETEKENISVOLLE STATISTIEK IN BEROEPSPRAKTIJKEN ALS BRUG TUSSEN WISKUNDE EN NATUURWETENSCHAPPEN: EVALUATIE VAN EEN ONTWERPONDERZOEK. SHILAP Revista de lepidopterología. 90(2). 4–18. 2 indexed citations
7.
Bakker, Arthur, et al.. (2011). Authentic Practices as Contexts for Learning to Draw Inferences Beyond Correlated Data. Mathematical Thinking and Learning. 13(1-2). 132–151. 29 indexed citations
8.
Eijkelhof, Harrie, et al.. (2009). Fast feedback in classroom practice. Physics Education. 44(3). 246–252. 5 indexed citations
9.
Berg, E. van den, et al.. (2007). Junior College Utrecht: Challenging talented secondary school students to study science. UvA-DARE (University of Amsterdam). 88(325). 63–71. 3 indexed citations
10.
Boersma, Kerst, et al.. (2006). Towards coherent science and technology education. Journal of Curriculum Studies. 38(3). 307–325. 19 indexed citations
11.
Eijkelhof, Harrie, et al.. (2000). Algemene natuurwetenschappen (ANW): A new course on public understanding of science for senior general secondary education in the Netherlands. Melbourne Studies in Education. 41(2). 189–199. 8 indexed citations
12.
Eijkelhof, Harrie, et al.. (1998). The changing relation between science and technology in Dutch secondary education. Journal of Curriculum Studies. 30(6). 677–690. 11 indexed citations
13.
Eijkelhof, Harrie, et al.. (1997). Innovations in science, mathematics and technology education. Journal of Curriculum Studies. 29(4). 471–484. 14 indexed citations
14.
Eijkelhof, Harrie. (1996). Radiation Risk and Science Education. Radiation Protection Dosimetry. 68(3). 273–278. 12 indexed citations
15.
Lijnse, P.L., et al.. (1990). A thematic physics curriculum: A balance between contradictory curriculum forces. Science Education. 74(1). 95–103. 14 indexed citations
16.
Millar, Robin, et al.. (1990). Teaching about radioactivity and ionising radiation: an alternative approach. Physics Education. 25(6). 338–342. 33 indexed citations
17.
Lijnse, P.L., et al.. (1990). Pupils’ and mass‐media ideas about radioactivity. International Journal of Science Education. 12(1). 67–78. 54 indexed citations
18.
Eijkelhof, Harrie, et al.. (1988). Reading about Chernobyl : The Public Understanding of Radiation and Radioactivity. School science review. 70(251). 35–41. 32 indexed citations
19.
Eijkelhof, Harrie & P.L. Lijnse. (1988). The role of research and development to improve STS education: experiences from the PLON project. International Journal of Science Education. 10(4). 464–474. 22 indexed citations
20.
Eijkelhof, Harrie, et al.. (1987). Physics in Its Personal, Social and Scientific Context. Bulletin of Science Technology & Society. 7(1-2). 125–136. 5 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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