Marianne Ødegaard

726 total citations
23 papers, 390 citations indexed

About

Marianne Ødegaard is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Marianne Ødegaard has authored 23 papers receiving a total of 390 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 10 papers in Developmental and Educational Psychology and 5 papers in Social Psychology. Recurrent topics in Marianne Ødegaard's work include Science Education and Pedagogy (17 papers), Educational Strategies and Epistemologies (8 papers) and Education and Critical Thinking Development (8 papers). Marianne Ødegaard is often cited by papers focused on Science Education and Pedagogy (17 papers), Educational Strategies and Epistemologies (8 papers) and Education and Critical Thinking Development (8 papers). Marianne Ødegaard collaborates with scholars based in Norway and Denmark. Marianne Ødegaard's co-authors include Berit S. Haug, Sonja M. Mork, Lisbeth M. Brevik, Marte Blikstad‐Balas, Erik Knain, Anniken Furberg, Magdalena Kersting, Janne Fauskanger, Armin Jentsch and Trude Nilsen and has published in prestigious journals such as SHILAP Revista de lepidopterología, Science Education and International Journal of Science Education.

In The Last Decade

Marianne Ødegaard

19 papers receiving 364 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Marianne Ødegaard Norway 11 310 132 54 52 33 23 390
Britt Jakobson Sweden 12 233 0.8× 127 1.0× 60 1.1× 73 1.4× 34 1.0× 24 369
Éva Vass Australia 9 133 0.4× 84 0.6× 29 0.5× 37 0.7× 38 1.2× 16 266
Cecilia Wallerstedt Sweden 10 318 1.0× 70 0.5× 25 0.5× 22 0.4× 52 1.6× 37 400
Wolff-Michael Roth Canada 8 184 0.6× 151 1.1× 43 0.8× 22 0.4× 38 1.2× 14 340
Peggy Cuevas United States 5 482 1.6× 215 1.6× 37 0.7× 29 0.6× 34 1.0× 6 546
John M. Reveles United States 5 237 0.8× 141 1.1× 23 0.4× 47 0.9× 46 1.4× 7 336
Richard Strong United States 10 211 0.7× 116 0.9× 55 1.0× 20 0.4× 16 0.5× 17 324
Stacy Olitsky United States 10 251 0.8× 99 0.8× 41 0.8× 24 0.5× 73 2.2× 19 359
Karen Gallas United States 7 219 0.7× 107 0.8× 31 0.6× 53 1.0× 48 1.5× 14 307
Lilian Pozzer‐Ardenghi Canada 9 146 0.5× 101 0.8× 59 1.1× 41 0.8× 35 1.1× 10 290

Countries citing papers authored by Marianne Ødegaard

Since Specialization
Citations

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

Fields of papers citing papers by Marianne Ødegaard

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Marianne Ødegaard

This figure shows the co-authorship network connecting the top 25 collaborators of Marianne Ødegaard. A scholar is included among the top collaborators of Marianne Ødegaard 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 Marianne Ødegaard. Marianne Ødegaard 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.
Jentsch, Armin, Nani Teig, Trude Nilsen, et al.. (2025). Context matters: adapting and validating the TEDS-instruct observation instrument assessing teaching quality for its use in Norwegian primary education. Frontiers in Education. 10. 2 indexed citations
2.
Ødegaard, Marianne, et al.. (2024). Science Textbooks: Aids or Obstacles to Inquiry Teaching? Science Teachers’ Experiences in Norwegian Secondary Schools. Science & Education. 34(3). 1461–1487.
3.
Kersting, Magdalena, et al.. (2023). Studying the quality of inquiry-based teaching in science classrooms. A systematic video study of inquiry-based science teaching in primary and lower-secondary schools. International Journal of Science Education. 45(17). 1463–1484. 6 indexed citations
4.
Knain, Erik, et al.. (2021). Bærekraft i lærerutdanningen – å gi mening til frustrasjon og kompleksitet. SHILAP Revista de lepidopterología. 15(3).
5.
Ødegaard, Marianne, et al.. (2020). Inquiry-based science teaching in community secondary schools in Tanzania: role played by the language of instruction. Cultural Studies of Science Education. 15(4). 1121–1142. 11 indexed citations
6.
Gregers, Tone F., et al.. (2020). Biologilæreres kryssing av kulturgrenser – fra en naturvitenskapelig kultur til en skolekultur. Nordic Studies in Science Education. 16(1). 52–66.
7.
Ødegaard, Marianne, et al.. (2019). Bærekraftdidaktikk som forskningsfelt. SHILAP Revista de lepidopterología. 13(2). 0–0. 4 indexed citations
8.
Brevik, Lisbeth M., et al.. (2018). Characterizing CLIL teaching: new insights from a lower secondary classroom. International Journal of Bilingual Education and Bilingualism. 24(3). 401–418. 32 indexed citations
9.
Ødegaard, Marianne, et al.. (2017). Student Motivation in Science Subjects in Tanzania, Including Students’ Voices. Research in Science Education. 49(6). 1835–1859. 9 indexed citations
10.
Knain, Erik, et al.. (2017). Representing to learn in science education: Theoretical framework and analytical approaches. Acta Didactica Norge. 11(3). 11–11. 8 indexed citations
11.
Ødegaard, Marianne, et al.. (2017). The Role Played by Contextual Challenges in Practising Inquiry-based Science Teaching in Tanzania Secondary Schools. African Journal of Research in Mathematics Science and Technology Education. 21(2). 211–221. 26 indexed citations
12.
Haug, Berit S. & Marianne Ødegaard. (2015). Formative Assessment and Teachers' Sensitivity to Student Responses. International Journal of Science Education. 37(4). 629–654. 30 indexed citations
13.
Mork, Sonja M., et al.. (2015). Researching science learning from students’ view – the potential of headcam. SHILAP Revista de lepidopterología. 11(3). 249–267. 10 indexed citations
14.
Ødegaard, Marianne, et al.. (2015). Budding Science and Literacy. A Classroom Video Study of the Challenges and Support in an Integrated Inquiry and Literacy Teaching Model. Procedia - Social and Behavioral Sciences. 167. 274–278. 28 indexed citations
15.
Blikstad‐Balas, Marte, et al.. (2014). “Do Books Like These Have Authors?” New Roles for Text and New Demands on Students in Integrated Science-Literacy Instruction. Science Education. 99(1). 39–69. 15 indexed citations
16.
Haug, Berit S. & Marianne Ødegaard. (2014). From Words to Concepts: Focusing on Word Knowledge When Teaching for Conceptual Understanding Within an Inquiry-Based Science Setting. Research in Science Education. 44(5). 777–800. 27 indexed citations
17.
Ødegaard, Marianne, et al.. (2014). Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach. International Journal of Science Education. 36(18). 2997–3020. 42 indexed citations
18.
Ødegaard, Marianne. (2012). PISA+: A research project to pursue problematic PISA findings in the Norwegian context. SHILAP Revista de lepidopterología. 2(2). 85–88. 1 indexed citations
19.
Ødegaard, Marianne. (2012). Naturfag til nytte og glede! Naturvitenskapelig allmenndannelse ved dramatiske virkemidler. SHILAP Revista de lepidopterología. 3(1). 76–85. 1 indexed citations
20.
Ødegaard, Marianne, et al.. (1970). Hva skjer i naturfagklasserommet? – resultater fra en videobasert klasseromsstudie; PISA+. Nordic Studies in Science Education. 6(1). 16–32. 15 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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