Mathias Ropohl

431 total citations
15 papers, 252 citations indexed

About

Mathias Ropohl is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Mathias Ropohl has authored 15 papers receiving a total of 252 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 7 papers in Developmental and Educational Psychology and 3 papers in Sociology and Political Science. Recurrent topics in Mathias Ropohl's work include Science Education and Pedagogy (7 papers), Educational Strategies and Epistemologies (5 papers) and Innovative Teaching Methods (5 papers). Mathias Ropohl is often cited by papers focused on Science Education and Pedagogy (7 papers), Educational Strategies and Epistemologies (5 papers) and Innovative Teaching Methods (5 papers). Mathias Ropohl collaborates with scholars based in Germany, Denmark and Cyprus. Mathias Ropohl's co-authors include Silke Rönnebeck, Sascha Bernholt, Maik Walpuski, Elke Sumfleth, Olia Tsivitanidou, Constantinos P. Constantinou, Peter Labudde, Robert H. Evans, Gernot Friedrichs and Mirjam Steffensky and has published in prestigious journals such as International Journal of Science Education, Studies in Science Education and European Journal of Psychology of Education.

In The Last Decade

Mathias Ropohl

13 papers receiving 242 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Mathias Ropohl Germany 7 215 129 18 17 16 15 252
Jee Kyung Suh United States 10 260 1.2× 185 1.4× 30 1.7× 16 0.9× 14 0.9× 19 304
Nicos Papadouris Cyprus 12 265 1.2× 146 1.1× 42 2.3× 11 0.6× 11 0.7× 21 301
Roberta J. Aram United States 7 275 1.3× 102 0.8× 19 1.1× 13 0.8× 16 1.0× 12 315
Berit S. Haug Norway 9 260 1.2× 109 0.8× 15 0.8× 40 2.4× 8 0.5× 12 316
Vivien Mweene Chabalengula United States 9 258 1.2× 104 0.8× 24 1.3× 10 0.6× 12 0.8× 25 297
Suzanne Chapin United States 6 268 1.2× 120 0.9× 23 1.3× 13 0.8× 21 1.3× 18 311
Helena Pedrosa de Jesus United Kingdom 9 258 1.2× 125 1.0× 24 1.3× 16 0.9× 13 0.8× 10 290
Martin Rusek Czechia 9 225 1.0× 119 0.9× 7 0.4× 21 1.2× 42 2.6× 42 302
Thomas C. DeFranco United States 10 271 1.3× 81 0.6× 9 0.5× 18 1.1× 16 1.0× 24 305
Aeran Choi United States 11 398 1.9× 261 2.0× 25 1.4× 28 1.6× 15 0.9× 35 447

Countries citing papers authored by Mathias Ropohl

Since Specialization
Citations

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

Fields of papers citing papers by Mathias Ropohl

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Mathias Ropohl

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

All Works

15 of 15 papers shown
1.
2.
Nordine, Jeffrey, İbrahim Delen, Robert H. Evans, et al.. (2021). Promoting Coherent Science Instruction through Coherent Science Teacher Education: A Model Framework for Program Design. Journal of Science Teacher Education. 32(8). 911–933. 12 indexed citations
3.
4.
Lindmeier, Anke, et al.. (2021). Mathematikspezifische Medien nutzen: Was macht den Unterschied – Lehrkraft, Schulkultur oder Technik?. DDS – Die Deutsche Schule. 2021(2). 199–217. 3 indexed citations
5.
Ropohl, Mathias & Silke Rönnebeck. (2019). Making learning effective – quantity and quality of pre-service teachers’ feedback. International Journal of Science Education. 41(15). 2156–2176. 16 indexed citations
6.
Friedrichs, Gernot, et al.. (2019). Förderung der wahrgenommenen Relevanz von fachlichen Studieninhalten: Evaluation einer Intervention im Lehramtsstudium Chemie. Unterrichtswissenschaft. 47(1). 29–49. 8 indexed citations
7.
Ropohl, Mathias, et al.. (2018). Planungsbereiche für Medieneinsatz im Fachunterricht. DuEPublico (University of Duisburg-Essen). 1 indexed citations
8.
Ropohl, Mathias, et al.. (2018). Welche Rückmeldungen wirken am besten?. Universitätsbibliographie, Universität Duisburg-Essen. 24(1). 151–165. 1 indexed citations
9.
Ropohl, Mathias, et al.. (2017). Das Kupfer‐Problem 2.0. CHEMKON. 24(5). 370–380. 2 indexed citations
10.
Tsivitanidou, Olia, Constantinos P. Constantinou, Peter Labudde, Silke Rönnebeck, & Mathias Ropohl. (2017). Reciprocal peer assessment as a learning tool for secondary school students in modeling-based learning. European Journal of Psychology of Education. 33(1). 51–73. 24 indexed citations
11.
Evans, Robert H., Mathias Ropohl, Jan Alexis Nielsen, & Nicos Papadouris. (2016). Affordances and Challenges of Written Feedback as Formative Assessment in Inquiry-Based STEM Education. Research at the University of Copenhagen (University of Copenhagen). 2 indexed citations
12.
Rönnebeck, Silke, Sascha Bernholt, & Mathias Ropohl. (2016). Searching for a common ground – A literature review of empirical research on scientific inquiry activities. Studies in Science Education. 52(2). 161–197. 153 indexed citations
13.
14.
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
15.
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

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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