Sandra Sprenger

443 total citations
25 papers, 172 citations indexed

About

Sandra Sprenger is a scholar working on Education, Geography, Planning and Development and Sociology and Political Science. According to data from OpenAlex, Sandra Sprenger has authored 25 papers receiving a total of 172 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 12 papers in Geography, Planning and Development and 11 papers in Sociology and Political Science. Recurrent topics in Sandra Sprenger's work include Geography Education and Pedagogy (12 papers), Environmental Education and Sustainability (9 papers) and Science Education and Pedagogy (8 papers). Sandra Sprenger is often cited by papers focused on Geography Education and Pedagogy (12 papers), Environmental Education and Sustainability (9 papers) and Science Education and Pedagogy (8 papers). Sandra Sprenger collaborates with scholars based in Germany, Australia and France. Sandra Sprenger's co-authors include Birte Nienaber, Kerstin Kremer, Andreas Mühling, Dietmar Höttecke, Jan Retelsdorf, Aubrey Golightly, Knut Schwippert, Angelika Paseka, Clare Brooks and Terri Bourke and has published in prestigious journals such as SHILAP Revista de lepidopterología, Sustainability and Teachers and Teaching.

In The Last Decade

Sandra Sprenger

21 papers receiving 164 citations

Peers

Sandra Sprenger
Carola Borg Sweden
Antje Brock Germany
Aravella Zachariou Cyprus
Per Sund Sweden
Roger Firth United Kingdom
Annie Hale United States
Rod Lane Australia
María Pilar Martínez Agut Spain
Rocío Jiménez-Fontana Spain
Richard G. Boehm United States
Carola Borg Sweden
Sandra Sprenger
Citations per year, relative to Sandra Sprenger Sandra Sprenger (= 1×) peers Carola Borg

Countries citing papers authored by Sandra Sprenger

Since Specialization
Citations

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

Fields of papers citing papers by Sandra Sprenger

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Sandra Sprenger

This figure shows the co-authorship network connecting the top 25 collaborators of Sandra Sprenger. A scholar is included among the top collaborators of Sandra Sprenger 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 Sandra Sprenger. Sandra Sprenger 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.
Sprenger, Sandra, et al.. (2025). Secondary School Students’ Perceptions of Subjects in Integrated STEM Teaching. Education Sciences. 15(7). 821–821.
2.
Sprenger, Sandra, et al.. (2024). Geschlechterdarstellungen in Geographie-Schulbüchern: Von mangelnder Repräsentation weiblicher Figuren und Reproduktion von Geschlechterstereotypen. Zeitschrift für Erziehungswissenschaft. 27(4). 977–994. 2 indexed citations
3.
Schwippert, Knut, et al.. (2024). Thinking. Speaking. Producing. Maps: linking cartographic concepts and cartography-specific language use. International Research in Geographical and Environmental Education. 34(4). 353–375. 1 indexed citations
4.
Golightly, Aubrey & Sandra Sprenger. (2024). A Balancing Act: South African Geography teachers’ Implementation of Teacher-Centered and Learner-Centered Instructional Strategies in Their Classrooms. Journal of Geography. 123(1). 3–13. 2 indexed citations
5.
Sprenger, Sandra, et al.. (2023). Global Change Challenge in the Higher Education Curriculum on the Approach of Blended Learning. SHILAP Revista de lepidopterología. 14(2). 1–14. 5 indexed citations
6.
Paseka, Angelika, et al.. (2023). Understanding the meaning of uncertainty in geography education: a systematic review. Teachers and Teaching. 31(2). 174–200. 3 indexed citations
7.
Schwippert, Knut, et al.. (2022). Language in primary and secondary geography education: a systematic literature review of empirical geography education research. International Research in Geographical and Environmental Education. 32(3). 234–251. 1 indexed citations
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10.
Paseka, Angelika, et al.. (2022). Unsicherheit und Ungewissheit aus der Perspektive der Geographiedidaktik. SHILAP Revista de lepidopterología.
11.
Sprenger, Sandra, et al.. (2021). Students’ conceptions of uncertainties in the context of climate change. International Research in Geographical and Environmental Education. 30(4). 332–347. 14 indexed citations
12.
13.
Sprenger, Sandra, et al.. (2020). Teachers’ Noticing Skills during Geography Instruction: An Expert-Novice Comparison. Journal of Geography. 119(6). 206–214. 5 indexed citations
14.
Mühling, Andreas, et al.. (2019). Complexity in Education for Sustainable Consumption—An Educational Data Mining Approach using Mysteries. Sustainability. 11(3). 722–722. 10 indexed citations
15.
Höttecke, Dietmar, et al.. (2019). How do geography teachers notice critical incidents during instruction?. International Research in Geographical and Environmental Education. 29(2). 163–177. 9 indexed citations
16.
Burri, Samuel, Sibylle Reinfried, Sarah Witham Bednarz, et al.. (2019). Issues in improving geography and earth science teacher education: results of the #IPGESTE 2016 conference. Journal of Geography in Higher Education. 43(3). 299–322. 5 indexed citations
17.
Mühling, Andreas, et al.. (2019). The Mystery Method Reconsidered—A Tool for Assessing Systems Thinking in Education for Sustainable Development. Education Sciences. 9(4). 260–260. 2 indexed citations
18.
Sprenger, Sandra, et al.. (2019). An analysis of the representation of sustainable development goals in textbook maps and atlases in educational contexts. International Journal of Cartography. 5(2-3). 269–284. 3 indexed citations
19.
Kremer, Kerstin, et al.. (2017). Assessing high-school students’ conceptions of global water consumption and sustainability. International Research in Geographical and Environmental Education. 27(3). 250–266. 15 indexed citations
20.
Sprenger, Sandra & Birte Nienaber. (2017). (Education for) Sustainable Development in Geography Education: review and outlook from a perspective of Germany. Journal of Geography in Higher Education. 42(2). 157–173. 27 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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