Helmut Prechtl

463 total citations
12 papers, 306 citations indexed

About

Helmut Prechtl is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Helmut Prechtl has authored 12 papers receiving a total of 306 indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Education, 7 papers in Developmental and Educational Psychology and 4 papers in Social Psychology. Recurrent topics in Helmut Prechtl's work include Science Education and Pedagogy (7 papers), Educational Strategies and Epistemologies (4 papers) and Visual and Cognitive Learning Processes (3 papers). Helmut Prechtl is often cited by papers focused on Science Education and Pedagogy (7 papers), Educational Strategies and Epistemologies (4 papers) and Visual and Cognitive Learning Processes (3 papers). Helmut Prechtl collaborates with scholars based in Germany, Sweden and Austria. Helmut Prechtl's co-authors include Tim N. Höffler, Claudia Nerdel, Marta Koć‐Januchta, Detlev Leutner, Ute Harms, Shaaron Aınsworth, Thomas Weiß, Christof Wecker, Frank Fischer and Ingo Kollar and has published in prestigious journals such as Computers in Human Behavior, Learning and Instruction and Educational Technology Research and Development.

In The Last Decade

Helmut Prechtl

12 papers receiving 287 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Helmut Prechtl Germany 9 156 153 122 42 33 12 306
Mihye Won Australia 13 204 1.3× 287 1.9× 74 0.6× 50 1.2× 115 3.5× 38 521
Soniya Gadgil United States 6 226 1.4× 201 1.3× 68 0.6× 44 1.0× 12 0.4× 12 386
Lilian Pozzer‐Ardenghi Canada 9 101 0.6× 146 1.0× 97 0.8× 59 1.4× 11 0.3× 10 290
Allison J. Jaeger United States 12 186 1.2× 118 0.8× 147 1.2× 27 0.6× 25 0.8× 29 391
Michael P. Verdi United States 11 135 0.9× 96 0.6× 94 0.8× 21 0.5× 10 0.3× 21 353
Douglas Klahr United States 5 216 1.4× 178 1.2× 97 0.8× 37 0.9× 8 0.2× 10 394
Hendrik Härtig Germany 8 175 1.1× 253 1.7× 70 0.6× 37 0.9× 7 0.2× 22 356
Marios Papaevripidou Cyprus 7 119 0.8× 226 1.5× 45 0.4× 27 0.6× 22 0.7× 13 332
Michiel Veldhuis Netherlands 12 81 0.5× 239 1.6× 33 0.3× 30 0.7× 13 0.4× 29 346
Eva Erdosne Toth United States 9 319 2.0× 356 2.3× 58 0.5× 38 0.9× 18 0.5× 20 548

Countries citing papers authored by Helmut Prechtl

Since Specialization
Citations

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

Fields of papers citing papers by Helmut Prechtl

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Helmut Prechtl

This figure shows the co-authorship network connecting the top 25 collaborators of Helmut Prechtl. A scholar is included among the top collaborators of Helmut Prechtl 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 Helmut Prechtl. Helmut Prechtl is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

12 of 12 papers shown
1.
Koć‐Januchta, Marta, Tim N. Höffler, Helmut Prechtl, & Detlev Leutner. (2020). Is too much help an obstacle? Effects of interactivity and cognitive style on learning with dynamic versus non-dynamic visualizations with narrative explanations. Educational Technology Research and Development. 68(6). 2971–2990. 13 indexed citations
2.
Prechtl, Helmut, et al.. (2019). Constructing Graphs in Biology Class: Secondary Biology Teachers’ Beliefs, Motivation, and Self-Reported Practices. International Journal of Science and Mathematics Education. 19(1). 1–19. 5 indexed citations
3.
Koć‐Januchta, Marta, et al.. (2016). Visualizers versus verbalizers: Effects of cognitive style on learning with texts and pictures – An eye-tracking study. Computers in Human Behavior. 68. 170–179. 112 indexed citations
4.
Härtig, Hendrik, Sascha Bernholt, Helmut Prechtl, & Jan Retelsdorf. (2015). Unterrichtssprache im Fachunterricht – Stand der Forschung und Forschungsperspektiven am Beispiel des Textverständnisses. 21(1). 55–67. 10 indexed citations
5.
Prechtl, Helmut, et al.. (2014). Survey of classroom use of representations: development, field test and multilevel analysis. Learning Environments Research. 17(3). 401–422. 16 indexed citations
6.
Aınsworth, Shaaron, et al.. (2014). Do student perceptions of teaching predict the development of representational competence and biological knowledge?. Learning and Instruction. 31. 13–22. 39 indexed citations
7.
Harms, Ute, et al.. (2013). Analysis of students’ arguments on evolutionary theory. Journal of Biological Education. 47(4). 192–199. 20 indexed citations
8.
Harms, Ute, et al.. (2013). Students’ arguments on the science and religion issue: the example of evolutionary theory and Genesis. Journal of Biological Education. 48(4). 179–187. 26 indexed citations
9.
Prechtl, Helmut, et al.. (2011). Fachsprache im naturwissenschaftlichen Unterricht - eine empirische Untersuchung zur Einstellung angehender Lehrkräfte.. Unterrichtswissenschaft. 39(3). 245–262. 1 indexed citations
10.
Wecker, Christof, Ingo Kollar, Frank Fischer, & Helmut Prechtl. (2010). Fostering online search competence and domain-specific knowledge in inquiry classrooms: effects of continuous and fading collaboration scripts. OPUS (Augsburg University). 55(Pt 2). 810–817. 17 indexed citations
11.
Höffler, Tim N., Helmut Prechtl, & Claudia Nerdel. (2010). The influence of visual cognitive style when learning from instructional animations and static pictures. Learning and Individual Differences. 20(5). 479–483. 45 indexed citations
12.
Bögeholz, Susanne, Sabina Eggert, J. Mayer, et al.. (2007). Biologie im Kontext (bik) - Erste Forschungsergebnisse zu den Kompetenzbereichen Fachwissen, Erkenntnisgewinnung, Kommunikation & Bewertung sowie zur Evaluation des Projekts.. Universitätsbibliographie, Universität Duisburg-Essen. 60(5). 304–313. 2 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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