Irene Neumann

610 total citations
19 papers, 322 citations indexed

About

Irene Neumann is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Irene Neumann has authored 19 papers receiving a total of 322 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 6 papers in Developmental and Educational Psychology and 5 papers in Experimental and Cognitive Psychology. Recurrent topics in Irene Neumann's work include Science Education and Pedagogy (8 papers), Educational Strategies and Epistemologies (6 papers) and Education and Critical Thinking Development (5 papers). Irene Neumann is often cited by papers focused on Science Education and Pedagogy (8 papers), Educational Strategies and Epistemologies (6 papers) and Education and Critical Thinking Development (5 papers). Irene Neumann collaborates with scholars based in Germany and United States. Irene Neumann's co-authors include Knut Neumann, Ross H. Nehm, Aiso Heinze, Timo Ehmke, Kerstin Kremer, Gavin W. Fulmer, Ling L. Liang, Anke Lindmeier, Reinhold Nickolaus and Jessica Hoth and has published in prestigious journals such as Contemporary Educational Psychology, Studies in Higher Education and International Journal of Science Education.

In The Last Decade

Irene Neumann

18 papers receiving 304 citations

Peers

Irene Neumann

EDUCA

DEP

ECP

SPS

Haitham M. Alkhateeb United States

Ute Suhl Germany

Maurício Pietrocola Brazil

Vasiliĭ Vasilʹevich Davydov

Benjamin Herbert Germany

Mirjam Steffensky Germany

Annemieke Smale-Jacobse Netherlands

Richard Sheldrake United Kingdom

Gudrun Vanlaar Belgium

Ruth Zuzovsky Israel

Haitham M. Alkhateeb United States

Irene Neumann

167 ×0.7

EDUCA

50 ×0.4

DEP

61 ×1.0

ECP

37 ×0.7

13 ×0.4

SPS

Citations per year, relative to Irene Neumann Irene Neumann (= 1×) peers Haitham M. Alkhateeb

Countries citing papers authored by Irene Neumann

Since Specialization

Citations

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

Fields of papers citing papers by Irene Neumann

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Irene Neumann

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

All Works

Sort: Min cites: Since: Top N: Style:

19 of 19 papers shown

Neumann, Irene, et al.. (2024). Conceptions of High School Students About the Relevance of Mathematics in Higher Education—their General Perspective and Their Views About Specific Mathematical Requirements. Journal für Mathematik-Didaktik. 45(2).

Neumann, Irene, et al.. (2023). What’s mathematics doing here? The role of mathematics in German Physics Olympiad tasks. Frontiers in Education. 8. 3 indexed citations

Neumann, Irene, et al.. (2023). Mathematical prerequisites for non-STEM programs. Frontiers in Education. 8. 1 indexed citations

Neumann, Irene, et al.. (2022). Mathematische Mindestanforderungen für ein MINT-Studium: Was können Hochschulen fordern, was sollten Schulen leisten?. Journal für Mathematik-Didaktik. 44(1). 83–116. 2 indexed citations

Neumann, Irene, et al.. (2021). Synergy effects in learning? The influence of mathematics as a second subject on teacher students’ physics content knowledge. Studies in Higher Education. 46(10). 2035–2046. 4 indexed citations

Kühn, Jochen, et al.. (2021). Video analysis to examine Kepler’s laws of planetary motion. The Physics Teacher. 59(8). 660–661. 2 indexed citations

Neumann, Irene, et al.. (2020). First Year Students’ Resilience to Cope with Mathematics Exercises in the University Mathematics Studies. Journal für Mathematik-Didaktik. 42(2). 307–333. 7 indexed citations

Neumann, Irene, et al.. (2020). Der Verlauf von lehrbezogenen Selbstwirksamkeitserwartungen angehender MINT-Lehrkräfte im Studium. Zeitschrift für Pädagogische Psychologie. 34(3-4). 221–238. 5 indexed citations

Neumann, Irene, et al.. (2019). Mathematical Prerequisites for STEM Programs: What do University Instructors Expect from New STEM Undergraduates?. International Journal of Research in Undergraduate Mathematics Education. 6(1). 23–41. 28 indexed citations

10.

Lederman, Judith S., Norman G. Lederman, Selina L. Bartels, et al.. (2017). Understandings of scientific inquiry: an international collaborative investigation of seventh grade students. idUS (Universidad de Sevilla). 2 indexed citations

11.

Neumann, Irene, et al.. (2016). Epistemological beliefs in science—a person-centered approach to investigate high school students' profiles. Contemporary Educational Psychology. 46. 81–93. 39 indexed citations

12.

Neumann, Irene, et al.. (2016). Nature of Science and Science Content Learning. Science & Education. 25(9-10). 951–975. 35 indexed citations

13.

Neumann, Irene, et al.. (2015). Measuring Mathematical Competences of Engineering Students at the Beginning of Their Studies. Peabody Journal of Education. 90(4). 465–476. 5 indexed citations

14.

Neumann, Irene, et al.. (2014). Nature of Science and Science Content Learning: Can NOS Instruction Help Students Develop a Better Understanding of the Energy Concept?. 3 indexed citations

15.

Neumann, Irene, et al.. (2013). Modeling and assessing mathematical competence over the lifespan. peDOCS. 5(2). 80–109. 71 indexed citations

16.

Heinze, Aiso, et al.. (2013). KiKi – Kieler Kindergartentest Mathematik zur Erfassung mathematischer Kompetenz von vier- bis sechsjährigen Kindern im Vorschulalter. Multilingual Matters (Channel View Publications). 2 indexed citations

17.

Neumann, Irene, Gavin W. Fulmer, & Ling L. Liang. (2013). Analyzing the FCI based on a Force and Motion Learning Progression. edoc Publication server (Humboldt University of Berlin). 10 indexed citations

18.

Neumann, Irene, Aiso Heinze, Stefan Ufer, & Knut Neumann. (2011). Modellieren aus mathematischer und physikalischer Perspektive. Technische Universität Dortmund Eldorado (Technische Universität Dortmund). 1 indexed citations

19.

Neumann, Irene, Knut Neumann, & Ross H. Nehm. (2010). Evaluating Instrument Quality in Science Education: Rasch‐based analyses of a Nature of Science test. International Journal of Science Education. 33(10). 1373–1405. 102 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.

Explore authors with similar magnitude of impact