Kai Niebert

698 total citations
24 papers, 357 citations indexed

About

Kai Niebert is a scholar working on Education, Sociology and Political Science and Management, Monitoring, Policy and Law. According to data from OpenAlex, Kai Niebert has authored 24 papers receiving a total of 357 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Education, 10 papers in Sociology and Political Science and 5 papers in Management, Monitoring, Policy and Law. Recurrent topics in Kai Niebert's work include Climate Change Communication and Perception (6 papers), Environmental Education and Sustainability (5 papers) and Sustainability in Higher Education (4 papers). Kai Niebert is often cited by papers focused on Climate Change Communication and Perception (6 papers), Environmental Education and Sustainability (5 papers) and Sustainability in Higher Education (4 papers). Kai Niebert collaborates with scholars based in Switzerland, Germany and Australia. Kai Niebert's co-authors include Harald Gropengießer, David F. Treagust, Petra Breitenmoser, Martin Schwichow, Richard A. Duschl, Ingo Eilks, Ilja van Meerveld, Kristine F. Stepenuck, Jan Seibert and Barbara Strobl and has published in prestigious journals such as SHILAP Revista de lepidopterología, Sustainability and Science Education.

In The Last Decade

Kai Niebert

17 papers receiving 335 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Kai Niebert Switzerland	8	198	119	99	82	75	24	357
Jane Dove United Kingdom	9	357 1.8×	137 1.2×	123 1.2×	126 1.5×	28 0.4×	27	554
Iann Lundegård Sweden	13	374 1.9×	258 2.2×	136 1.4×	75 0.9×	25 0.3×	30	506
Yael M. Bamberger Israel	8	215 1.1×	55 0.5×	87 0.9×	107 1.3×	46 0.6×	9	523
Miles Barker New Zealand	11	302 1.5×	96 0.8×	42 0.4×	128 1.6×	19 0.3×	27	421
Harald Gropengießer Germany	7	129 0.7×	57 0.5×	52 0.5×	50 0.6×	46 0.6×	12	223
Joseph Paul Ferguson Australia	10	161 0.8×	38 0.3×	67 0.7×	88 1.1×	33 0.4×	32	296
Shu‐Chiu Liu Taiwan	11	174 0.9×	139 1.2×	67 0.7×	68 0.8×	53 0.7×	19	331
Marc Stuckey Germany	6	300 1.5×	46 0.4×	35 0.4×	162 2.0×	25 0.3×	9	422
Dale R. Baker United States	14	529 2.7×	45 0.4×	54 0.5×	256 3.1×	97 1.3×	48	748
Bryan Wee United States	12	424 2.1×	151 1.3×	71 0.7×	140 1.7×	30 0.4×	24	644

Countries citing papers authored by Kai Niebert

Since Specialization

Citations

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

Fields of papers citing papers by Kai Niebert

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Kai Niebert

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

All Works

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20 of 20 papers shown

Mårtensson, Katarina, et al.. (2025). Self-identified learning needs of university teachers: recommendations for generic and role-based professional development. The International Journal for Academic Development. 31(1). 102–115.

Breitenmoser, Petra, Manuela Keller-Schneider, & Kai Niebert. (2024). Navigating controversy and neutrality: pre-service teachers’ beliefs on teaching climate change. Environmental Education Research. 31(11). 2097–2115. 4 indexed citations

Lang, Sandra, et al.. (2023). Taking the Lead into Sustainability: Decision Makers’ Competencies for a Greener Future. Sustainability. 15(6). 4986–4986. 4 indexed citations

Etter, Simon, Barbara Strobl, Jan Seibert, et al.. (2023). Why do people participate in app-based environment-focused citizen science projects?. Frontiers in Environmental Science. 11. 11 indexed citations

Treagust, David F., et al.. (2023). Improving University Life Science Instruction with Analogies: Insights from a Course for Graduate Teaching Assistants. CBE—Life Sciences Education. 22(2). ar24–ar24. 4 indexed citations

Baumann, Stefan & Kai Niebert. (2023). Bildung für nachhaltige Entwicklung in der Geographiedidaktik: Integration, Evolution oder Revolution? Erste Ergebnisse zu einer qualitativen Untersuchung einer Lehrveranstaltung. Zenodo (CERN European Organization for Nuclear Research).

Schwichow, Martin, et al.. (2022). The (Un)political Perspective on Climate Change in Education—A Systematic Review. Sustainability. 14(7). 4194–4194. 49 indexed citations

Schwichow, Martin, et al.. (2022). The (Un)political Perspective on Climate Change in Education – A Systematic Review. Zurich Open Repository and Archive (University of Zurich). 2 indexed citations

Niebert, Kai, et al.. (2022). Perspectives on education for sustainability in chemistry teaching. Química Nova na Escola. 44(2). 1 indexed citations

10.

Niebert, Kai, et al.. (2021). Instructional guidelines based on conceptions of students and scientists about economic and population growth within planetary boundaries. International Journal of Science and Mathematics Education. 20(7). 1315–1336. 1 indexed citations

11.

Niebert, Kai, et al.. (2019). Den globalen Wandel verstehen: Vorstellungen zur Stabilität und Instabilität der Erdsysteme. SHILAP Revista de lepidopterología. 1 indexed citations

12.

Niebert, Kai, et al.. (2019). Educational Reconstruction as a Model for Designing Science Teaching at University. SHILAP Revista de lepidopterología.

13.

Niebert, Kai. (2019). Effective Sustainability Education Is Political Education. Pedocs (German Institute for International Educational Research). 2(4). 10 indexed citations

14.

Niebert, Kai, et al.. (2016). Curriculum and Didaktik in 21st Century: Still Divergent or Converging?. Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT). 2(2). 262–281. 15 indexed citations

15.

Niebert, Kai. (2016). Nachhaltigkeit 3.0: Besser. Anders. Weniger.. Zurich Open Repository and Archive (University of Zurich). 10. 10–11.

16.

Welfens, Maria J., et al.. (2015). Die Rohstoff-Expedition. Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)). 2 indexed citations

17.

Niebert, Kai & Harald Gropengießer. (2015). Understanding Starts in the Mesocosm: Conceptual metaphor as a framework for external representations in science teaching. International Journal of Science Education. 37(5-6). 903–933. 32 indexed citations

18.

Niebert, Kai & Harald Gropengießer. (2013). Understanding the Greenhouse Effect by Embodiment – Analysing and Using Students' and Scientists' Conceptual Resources. International Journal of Science Education. 36(2). 277–303. 46 indexed citations

19.

Niebert, Kai, et al.. (2012). Understanding needs embodiment: A theory‐guided reanalysis of the role of metaphors and analogies in understanding science. Science Education. 96(5). 849–877. 112 indexed citations

20.

Niebert, Kai & Harald Gropengießer. (2012). Understanding and communicating climate change in metaphors. Environmental Education Research. 19(3). 282–302. 47 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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