Maik Walpuski

761 total citations
21 papers, 113 citations indexed

About

Maik Walpuski is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Maik Walpuski has authored 21 papers receiving a total of 113 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 8 papers in Developmental and Educational Psychology and 4 papers in Experimental and Cognitive Psychology. Recurrent topics in Maik Walpuski's work include Education Methods and Technologies (10 papers), Science Education and Pedagogy (7 papers) and Educational Strategies and Epistemologies (5 papers). Maik Walpuski is often cited by papers focused on Education Methods and Technologies (10 papers), Science Education and Pedagogy (7 papers) and Educational Strategies and Epistemologies (5 papers). Maik Walpuski collaborates with scholars based in Germany. Maik Walpuski's co-authors include Elke Sumfleth, Mathias Ropohl, Markus Henke, Esther Dominique Klein, Alexander Kauertz, Sascha Bernholt, Martin Hecht, A. Mazzacane, Patrick Motté and Jürgen Mayer and has published in prestigious journals such as SHILAP Revista de lepidopterología, International Journal of Science Education and Journal of Chemical Education.

In The Last Decade

Maik Walpuski

20 papers receiving 101 citations

Peers

Maik Walpuski
Kristin Rearden United States
Katrin Löwen Germany
Jens Dolin United Kingdom
Dayle Anderson New Zealand
Alexander Karp United States
Silvia Micheletta Italy
Fitnat Kaptan Türkiye
Gerd Bräuer United States
Jill V. Jeffery United States
Machteld Verhelst Belgium
Kristin Rearden United States
Maik Walpuski
Citations per year, relative to Maik Walpuski Maik Walpuski (= 1×) peers Kristin Rearden

Countries citing papers authored by Maik Walpuski

Since Specialization
Citations

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

Fields of papers citing papers by Maik Walpuski

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Maik Walpuski

This figure shows the co-authorship network connecting the top 25 collaborators of Maik Walpuski. A scholar is included among the top collaborators of Maik Walpuski 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 Maik Walpuski. Maik Walpuski 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.
Walpuski, Maik, et al.. (2024). The Moderating Role of Interest in the Relationship between Perceived Task Difficulty and Invested Mental Effort. Education Sciences. 14(10). 1044–1044. 3 indexed citations
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Walpuski, Maik, et al.. (2024). Investigating construct validity of cognitive load measurement using single-item subjective rating scales. Instructional Science. 53(1). 71–97. 1 indexed citations
4.
Goedicke, Michael, et al.. (2024). Developing and evaluating an e-learning and e-assessment tool for organic chemistry in higher education. Frontiers in Education. 9. 1 indexed citations
5.
Walpuski, Maik, et al.. (2023). Digitalization of Multistep Chemistry Exercises with Automated Formative Feedback. Journal of Science Education and Technology. 32(3). 453–467. 9 indexed citations
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Klein, Esther Dominique, et al.. (2018). Wie erfolgreich fühlen sich Schulleitungen und welche Unterstützungsbedürfnisse haben sie?. DuEPublico (University of Duisburg-Essen). 3. 9 indexed citations
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Jansen, Malte, Hans E. Fischer, Alexander Kauertz, et al.. (2017). Modellierung naturwissenschaftlicher Kommunikationskompetenz – ein fächerübergreifendes Modell zur Evaluation der Bildungsstandards. 23(1). 113–125. 3 indexed citations
11.
Hecht, Martin, et al.. (2017). Modellierung des Kompetenzteilbereichs naturwissenschaftliche Untersuchungen. Zeitschrift für Erziehungswissenschaft. 20(4). 556–584. 6 indexed citations
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Ropohl, Mathias, Maik Walpuski, & Elke Sumfleth. (2014). Welches Aufgabenformat ist das richtige? – Empirischer Vergleich zweier Aufgabenformate zur standardbasierten Kompetenzmessung. 21(1). 1–15. 12 indexed citations
14.
Walpuski, Maik, et al.. (2012). Multiple perspectives on students’ scientific communication & reasoning in chemistry education [VISIONS 2011: Teaching]. SHILAP Revista de lepidopterología. 6(1). 2 indexed citations
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Fischer, Hans E., et al.. (2011). Modellierung der Bewertungskompetenz in den Naturwissenschaften zur Evaluation der Nationalen Bildungsstandards. Pedocs (German Institute for International Educational Research). 6 indexed citations
17.
Walpuski, Maik, Mathias Ropohl, & Elke Sumfleth. (2011). Students' knowledge about chemical reactions – development and analysis of standard-based test items. Chemistry Education Research and Practice. 12(2). 174–183. 15 indexed citations
18.
Walpuski, Maik & Elke Sumfleth. (2011). Interaktionsboxen zur Förderung von selbstständigem Experimentieren. 205–215. 1 indexed citations
19.
Bernholt, Sascha, Maik Walpuski, Ilka Parchmann, & Elke Sumfleth. (2009). Kompetenzentwicklung im Chemieunterricht – mit welchen Modellen lassen sich Kompetenzen und Aufgaben differenzieren?. 20. 78–85. 3 indexed citations
20.
Henke, Markus, et al.. (2008). Naturwissenschaftliches Experimentieren und chemisches Fachwissen - zwei verschiedene Kompetenzen. Zeitschrift für Pädagogik. 54(3). 304–321. 23 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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