Ingo Eilks

6.8k total citations · 3 hit papers
193 papers, 4.1k citations indexed

About

Ingo Eilks is a scholar working on Education, Developmental and Educational Psychology and Physical and Theoretical Chemistry. According to data from OpenAlex, Ingo Eilks has authored 193 papers receiving a total of 4.1k indexed citations (citations by other indexed papers that have themselves been cited), including 133 papers in Education, 58 papers in Developmental and Educational Psychology and 41 papers in Physical and Theoretical Chemistry. Recurrent topics in Ingo Eilks's work include Science Education and Pedagogy (73 papers), Educational Strategies and Epistemologies (42 papers) and Various Chemistry Research Topics (39 papers). Ingo Eilks is often cited by papers focused on Science Education and Pedagogy (73 papers), Educational Strategies and Epistemologies (42 papers) and Various Chemistry Research Topics (39 papers). Ingo Eilks collaborates with scholars based in Germany, Indonesia and United States. Ingo Eilks's co-authors include Mareike Burmeister, Avi Hofstein, Jesper Sjöström, Rachel Mamlok‐Naaman, Ralf Marks, Marc Stuckey, Franz Rauch, Vânia Gomes Zuin, Robby Zidny and Silvija Markic and has published in prestigious journals such as SHILAP Revista de lepidopterología, Green Chemistry and Sustainability.

In The Last Decade

Ingo Eilks

174 papers receiving 3.8k citations

Hit Papers

The meaning of ‘relevance’ in science education and its i... 2013 2026 2017 2021 2013 2021 2020 100 200 300
What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

  1. The meaning of ‘relevance’ in science education and its implications for the science curriculum
    2013 310 citations Ingo Eilks et al. Studies in Science Education profile →
  2. Education in green chemistry and in sustainable chemistry: perspectives towards sustainability
    2021 181 citations Vânia Gomes Zuin, Ingo Eilks et al. profile →
  3. A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability
    2020 169 citations Robby Zidny, Jesper Sjöström et al. Science & Education profile →

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Ingo Eilks Germany 34 2.9k 1.1k 688 663 471 193 4.1k
Ilka Parchmann Germany 24 1.4k 0.5× 671 0.6× 111 0.2× 51 0.1× 186 0.4× 125 1.9k
Richard K. Coll New Zealand 32 2.4k 0.8× 963 0.9× 119 0.2× 7 0.0× 439 0.9× 114 3.1k
Ceren Tekkaya Türkiye 31 1.9k 0.7× 810 0.8× 586 0.9× 3 0.0× 25 0.1× 76 2.9k
Mustafa Sözbi̇li̇r Türkiye 22 1.3k 0.4× 291 0.3× 18 0.0× 24 0.0× 149 0.3× 87 1.7k
Lilia Halim Malaysia 26 1.6k 0.5× 360 0.3× 149 0.2× 3 0.0× 22 0.0× 171 2.2k
Kamisah Osman Malaysia 27 2.0k 0.7× 458 0.4× 101 0.1× 3 0.0× 26 0.1× 148 2.8k
Jelle Boeve‐de Pauw Belgium 28 1.7k 0.6× 185 0.2× 1.7k 2.5× 13 0.0× 2 0.0× 60 3.0k
Joshua M. Rosenberg United States 21 1.0k 0.4× 394 0.4× 24 0.0× 5 0.0× 5 0.0× 97 2.5k
James J. Watters Australia 21 1.1k 0.4× 361 0.3× 21 0.0× 2 0.0× 20 0.0× 109 1.6k

Countries citing papers authored by Ingo Eilks

Since Specialization
Citations

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

Fields of papers citing papers by Ingo Eilks

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Ingo Eilks

This figure shows the co-authorship network connecting the top 25 collaborators of Ingo Eilks. A scholar is included among the top collaborators of Ingo Eilks 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 Ingo Eilks. Ingo Eilks 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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Karpudewan, Mageswary, et al.. (2022). Contemporary Science Education Initiatives Undertaken in the Asia Pacific Region. 37(2). 1–2. 2 indexed citations
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Zidny, Robby, Jesper Sjöström, & Ingo Eilks. (2020). A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability. Science & Education. 29(1). 145–185. 169 indexed citations breakdown →
6.
Zidny, Robby & Ingo Eilks. (2020). Integrating perspectives from indigenous knowledge and Western science in secondary and higher chemistry learning to contribute to sustainability education. Sustainable Chemistry and Pharmacy. 16. 100229–100229. 39 indexed citations
7.
Fernández, Carmen, et al.. (2020). The Development of Pedagogical Content Knowledge about Teaching Redox Reactions in German Chemistry Teacher Education. Education Sciences. 10(7). 170–170. 14 indexed citations
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Belova, Nadja, et al.. (2020). Enhancing Education for Sustainable Development Through Geographical Perspectives in Chemistry Teaching. International Journal of Science and Mathematics Education. 19(1). 87–109. 6 indexed citations
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Gulacar, Ozcan, et al.. (2019). Phosphate Recovery as a Topic for Practical and Interdisciplinary Chemistry Learning. Journal of Chemical Education. 96(12). 2952–2958. 16 indexed citations
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Chen, Xiaoge, et al.. (2019). An Analysis of the Visual Representation of Redox Reactions in Secondary Chemistry Textbooks from Different Chinese Communities. Education Sciences. 9(1). 42–42. 13 indexed citations
11.
Zuin, Vânia Gomes, et al.. (2019). Developing a lesson plan on conventional and green pesticides in chemistry education – a project of participatory action research. Chemistry Education Research and Practice. 21(1). 141–153. 26 indexed citations
12.
Gulacar, Ozcan, et al.. (2018). Incorporating a Web-Based Hydraulic Fracturing Module in General Chemistry as a Socio-Scientific Issue That Engages Students. Journal of Chemical Education. 95(4). 553–559. 20 indexed citations
13.
Eilks, Ingo, et al.. (2018). Using internet and social media designs to contextualise science inquiry learning. School science review. 99(369). 90–95. 1 indexed citations
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Sjöström, Jesper, et al.. (2017). Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning. Studies in Science Education. 53(2). 165–192. 89 indexed citations
16.
Parchmann, Ilka, et al.. (2013). Inhaltsverzeichnis: CHEMKON 2/2013. CHEMKON. 20(2). 55–55. 1 indexed citations
17.
Burmeister, Mareike & Ingo Eilks. (2013). An Understanding of Sustainability and Education for Sustainable Development among German Student Teachers and Trainee Teachers of Chemistry.. Science education international. 24(2). 167–194. 46 indexed citations
18.
Eilks, Ingo, et al.. (2010). Raising students’ perception of the relevance of science teaching and promoting communication and evaluation capabilities using authentic and controversial socio-scientific issues in the Framework of climate change. SHILAP Revista de lepidopterología. 33 indexed citations
19.
Markic, Silvija & Ingo Eilks. (2007). Vorstellungen von Lehramtsstudierenden der Physik über Physikunterricht zu Beginn ihres Studiums und ihre Einordnung. 2(6). 31–42. 3 indexed citations
20.
Markic, Silvija & Ingo Eilks. (2006). Cooperative and Context-Based Learning on Eletrochemical Cells in Lower Secondary Chemistry: A Project of Participatory Action Research.. Science education international. 17(4). 253–273. 7 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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