Hernán Cofré

889 total citations
29 papers, 607 citations indexed

About

Hernán Cofré is a scholar working on Education, Social Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Hernán Cofré has authored 29 papers receiving a total of 607 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 9 papers in Social Psychology and 9 papers in Developmental and Educational Psychology. Recurrent topics in Hernán Cofré's work include Science Education and Pedagogy (15 papers), Animal and Plant Science Education (9 papers) and Educational Strategies and Epistemologies (8 papers). Hernán Cofré is often cited by papers focused on Science Education and Pedagogy (15 papers), Animal and Plant Science Education (9 papers) and Educational Strategies and Epistemologies (8 papers). Hernán Cofré collaborates with scholars based in Chile, United States and Germany. Hernán Cofré's co-authors include Pablo A. Marquet, Claudia Vergara, David Santibáñez, Cintia Cornélius, Paulina Bravo, Juan E. Keymer, Melina Furman, Dirk Krüger, Norman G. Lederman and Antonia Larraín and has published in prestigious journals such as Conservation Biology, Biological Conservation and Oikos.

In The Last Decade

Hernán Cofré

27 papers receiving 559 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Hernán Cofré Chile 13 279 176 130 121 89 29 607
Laurel Hartley United States 13 283 1.0× 138 0.8× 117 0.9× 51 0.4× 42 0.5× 22 585
Edith R. Dempster South Africa 11 105 0.4× 183 1.0× 60 0.5× 70 0.6× 21 0.2× 51 724
Josepha P. Kurdziel United States 15 485 1.7× 172 1.0× 146 1.1× 183 1.5× 16 0.2× 20 985
Denise Strickland United States 10 275 1.0× 286 1.6× 60 0.5× 37 0.3× 32 0.4× 11 938
K. Supriya United States 11 63 0.2× 85 0.5× 18 0.1× 75 0.6× 79 0.9× 44 373
Louise S. Mead United States 13 121 0.4× 61 0.3× 46 0.4× 38 0.3× 39 0.4× 35 719
Gordon E. Uno United States 12 133 0.5× 78 0.4× 56 0.4× 135 1.1× 24 0.3× 19 505
Rebecca Price United States 13 232 0.8× 61 0.3× 77 0.6× 19 0.2× 5 0.1× 38 615
Janet Hodder United States 7 311 1.1× 205 1.2× 74 0.6× 35 0.3× 17 0.2× 28 679
Christian D. Wright United States 11 141 0.5× 83 0.5× 45 0.3× 25 0.2× 33 0.4× 17 370

Countries citing papers authored by Hernán Cofré

Since Specialization
Citations

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

Fields of papers citing papers by Hernán Cofré

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Hernán Cofré

This figure shows the co-authorship network connecting the top 25 collaborators of Hernán Cofré. A scholar is included among the top collaborators of Hernán Cofré 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 Hernán Cofré. Hernán Cofré 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.
Larraín, Antonia, Hernán Cofré, Sakari Tolppanen, et al.. (2024). Willingness to mitigate climate change: the role of knowledge, trust, and engagement. Environmental Education Research. 31(11). 2116–2127. 2 indexed citations
2.
Vergara, Claudia, et al.. (2024). A map of collective pedagogical content knowledge as a basis for studying the development of biology teachers’ personal PCK of evolution. International Journal of Science Education. 47(17). 2279–2301. 1 indexed citations
3.
4.
Larraín, Antonia, et al.. (2023). Alternative Conceptions About Climate Change in a Group of Teachers in Chile: Are Science Teachers More Knowledgeable Than Non-Science Teachers?. ECNU Review of Education. 8(1). 144–160. 3 indexed citations
5.
Cofré, Hernán, et al.. (2022). Understanding of Nature of Science (NOS) in pre-service teachers with different science content knowledge, before and after an intervention. International Journal of Science Education. 45(2). 125–143. 3 indexed citations
6.
Krell, Moritz, et al.. (2022). Pre-Service Science Teachers’ Scientific Reasoning Competencies: Analysing the Impact of Contributing Factors. Research in Science Education. 53(1). 59–79. 11 indexed citations
7.
Vergara, Claudia, et al.. (2022). Developing an Instrument to Assess Pedagogical Content Knowledge for Evolution. Research in Science Education. 53(2). 213–229. 9 indexed citations
8.
Larraín, Antonia, et al.. (2022). Descripción del conocimiento pedagógico del contenido de la argumentación en docentes que enseñan ciencias naturales en educación pública en Chile. Revista eureka sobre enseñanza y divulgación de las ciencias. 19(1). 1–20. 6 indexed citations
9.
Krüger, Dirk, et al.. (2021). Describing changes in student thinking about evolution in response to instruction: the case of a group of Chilean ninth-grade students. Journal of Biological Education. 57(5). 1022–1038. 4 indexed citations
10.
Vergara, Claudia, et al.. (2020). Exploring Chilean seventh grade students’ conceptions of Earth dynamics before and after model- and inquiry-based instruction. Journal of Geoscience Education. 68(4). 360–370. 6 indexed citations
11.
Cofré, Hernán, et al.. (2019). Correction to: A Critical Review of Students’ and Teachers’ Understandings of Nature of Science. Science & Education. 29(1). 221–232. 2 indexed citations
12.
Cofré, Hernán, et al.. (2019). A Critical Review of Students’ and Teachers’ Understandings of Nature of Science. Science & Education. 28(3-5). 205–248. 80 indexed citations
13.
Cofré, Hernán. (2019). World Patterns in Evolution Education. Science & Education. 28(6-7). 813–818.
14.
Cofré, Hernán, et al.. (2017). The relationship between biology teachers’ understanding of the nature of science and the understanding and acceptance of the theory of evolution. International Journal of Science Education. 39(16). 2243–2260. 33 indexed citations
15.
Kelt, Douglas, Hernán Cofré, Cintia Cornélius, et al.. (2015). The avifauna of Bosque Fray Jorge National Park and Chile's Norte Chico. Journal of Arid Environments. 126. 23–36. 10 indexed citations
16.
Cofré, Hernán, et al.. (2014). Chilean Pre-service and In-service Teachers and Undergraduate Students’ Understandings of Evolutionary Theory. Journal of Biological Education. 50(1). 10–23. 13 indexed citations
17.
Cofré, Hernán, et al.. (2014). Conocimiento Pedagógico del Contenido: ¿el paradigma perdido en la formación inicial y continua de profesores en Chile?. Estudios pedagógicos. 40(Especial). 323–338. 19 indexed citations
18.
Cofré, Hernán, et al.. (2010). LA EDUCACION CIENTIFICA EN CHILE: DEBILIDADES DE LA ENSEÑANZA Y FUTUROS DESAFIOS DE LA EDUCACION DE PROFESORES DE CIENCIA. Estudios pedagógicos. 36(2). 279–293. 38 indexed citations
19.
Cofré, Hernán, et al.. (2009). Frecuencia y tipo de actividades de laboratorio que realizan profesores/as primarios en el area de las ciencias, en Santiago de Chile. Enseñanza de las ciencias: revista de investigación y experiencias didácticas. 3420–3423. 1 indexed citations
20.
Cornélius, Cintia, Hernán Cofré, & Pablo A. Marquet. (2000). Effects of Habitat Fragmentation on Bird Species in a Relict Temperate Forest in Semiarid Chile. Conservation Biology. 14(2). 534–543. 84 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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