Susanne Walan

433 total citations
28 papers, 266 citations indexed

About

Susanne Walan is a scholar working on Education, Developmental and Educational Psychology and Information Systems. According to data from OpenAlex, Susanne Walan has authored 28 papers receiving a total of 266 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Education, 9 papers in Developmental and Educational Psychology and 5 papers in Information Systems. Recurrent topics in Susanne Walan's work include Science Education and Pedagogy (12 papers), Education and Critical Thinking Development (8 papers) and Innovative Teaching and Learning Methods (6 papers). Susanne Walan is often cited by papers focused on Science Education and Pedagogy (12 papers), Education and Critical Thinking Development (8 papers) and Innovative Teaching and Learning Methods (6 papers). Susanne Walan collaborates with scholars based in Sweden, Netherlands and Israel. Susanne Walan's co-authors include Niklas Gericke, Ann-Britt Enochsson, Shu-Nu Chang Rundgren, Pernilla Nilsson, Peter Van Petegem, Haydée De Loof, Jelle Boeve‐de Pauw, Marie‐Christine P. J. Knippels, Alice Veldkamp and Daphne Goldman and has published in prestigious journals such as SHILAP Revista de lepidopterología, International Journal of Science Education and Journal of Science Education and Technology.

In The Last Decade

Susanne Walan

25 papers receiving 248 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Susanne Walan Sweden 11 173 60 52 39 18 28 266
Mustafa Çevik Türkiye 11 264 1.5× 55 0.9× 56 1.1× 40 1.0× 9 0.5× 45 379
Hasan BAKIRCI Türkiye 12 358 2.1× 63 1.1× 43 0.8× 39 1.0× 20 1.1× 70 428
Ünsal Umdu Topsakal Türkiye 8 185 1.1× 51 0.8× 58 1.1× 22 0.6× 11 0.6× 49 309
Fatma Şahin Türkiye 9 281 1.6× 86 1.4× 17 0.3× 22 0.6× 19 1.1× 64 353
Peter Rillero United States 9 269 1.6× 77 1.3× 39 0.8× 26 0.7× 9 0.5× 33 355
Nancy K. DeJarnette United States 5 244 1.4× 76 1.3× 60 1.2× 48 1.2× 8 0.4× 14 346
Patricia Pyke United States 4 237 1.4× 72 1.2× 23 0.4× 34 0.9× 7 0.4× 11 304
Havva Yamak Türkiye 9 323 1.9× 90 1.5× 77 1.5× 22 0.6× 8 0.4× 25 382
Heidi Cian United States 10 242 1.4× 85 1.4× 39 0.8× 37 0.9× 7 0.4× 22 369
Janet Callahan United States 8 312 1.8× 94 1.6× 28 0.5× 48 1.2× 7 0.4× 54 455

Countries citing papers authored by Susanne Walan

Since Specialization
Citations

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

Fields of papers citing papers by Susanne Walan

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Susanne Walan

This figure shows the co-authorship network connecting the top 25 collaborators of Susanne Walan. A scholar is included among the top collaborators of Susanne Walan 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 Susanne Walan. Susanne Walan 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.
Nilsson, Pernilla, et al.. (2024). Teaching for sustainable development in vocational education. Journal of Biological Education. 59(2). 268–281.
2.
Nilsson, Pernilla, et al.. (2024). What and why in teaching about sustainability. Nordic Studies in Science Education. 20(1). 4–21. 2 indexed citations
3.
Walan, Susanne. (2024). Primary school students’ perceptions of artificial intelligence – for good or bad. International Journal of Technology and Design Education. 35(1). 25–40. 6 indexed citations
4.
Pauw, Jelle Boeve‐de, Andri Christodoulou, Niklas Gericke, et al.. (2024). Reconceptualizing open schooling: towards a multidimensional model of school openness. Journal of Curriculum Studies. 57(2). 227–245. 3 indexed citations
5.
Nilsson, Pernilla, et al.. (2023). Collective pedagogical content knowledge for teaching sustainable development. International Journal of Science and Mathematics Education. 22(6). 1197–1214. 3 indexed citations
6.
Walan, Susanne & Niklas Gericke. (2023). Correction to: Transferring makerspace activities to the classroom: a tension between two learning cultures. International Journal of Technology and Design Education. 33(5). 2071–2071.
7.
Nilsson, Pernilla, et al.. (2023). Capturing and Developing Teachers’ Pedagogical Content Knowledge in Sustainable Development Using Content Representation and Video-Based Reflection. Research in Science Education. 54(3). 393–412. 10 indexed citations
8.
Walan, Susanne, et al.. (2023). Students’ and teachers’ responses to use of a digital self-assessment tool to understand and identify development of twenty-first century skills when working with makerspace activities. International Journal of Technology and Design Education. 34(3). 1093–1121. 2 indexed citations
9.
Pauw, Jelle Boeve‐de, Haydée De Loof, Susanne Walan, Niklas Gericke, & Peter Van Petegem. (2022). Teachers’ self-efficacy and role when teaching STEM in high-tech informal learning environments. Research in Science & Technological Education. 42(2). 255–275. 10 indexed citations
10.
Walan, Susanne & Niklas Gericke. (2022). Transferring makerspace activities to the classroom: a tension between two learning cultures. International Journal of Technology and Design Education. 33(5). 1755–1772. 10 indexed citations
11.
Walan, Susanne. (2020). Pre-service teachers’ reflections when drama was integrated in a science teacher education program. Journal of Biological Education. 56(2). 208–221. 6 indexed citations
12.
Walan, Susanne, et al.. (2019). Building with focus on stability and construction: using a story as inspiration when teaching technology and design in preschool. Education 3-13. 48(2). 174–190. 3 indexed citations
13.
14.
Walan, Susanne, et al.. (2016). Why Inquiry? Primary Teachers’ Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students’ Science Learning. Research in Science Education. 47(5). 1055–1074. 8 indexed citations
15.
Walan, Susanne. (2016). From doing to learning : Inquiry- and context-based science education in primary school. KTH Publication Database DiVA (KTH Royal Institute of Technology). 1 indexed citations
16.
Walan, Susanne, et al.. (2016). Primary Teachers’ Reflections on Inquiry- and Context-Based Science Education. Research in Science Education. 47(2). 407–426. 9 indexed citations
17.
Walan, Susanne & Shu-Nu Chang Rundgren. (2015). Student Responses to a Context- and Inquiry-Based Three-Step Teaching Model.. Teaching science (Deakin West, A.C.T. : Online)/Teaching science. 61(2). 33–39. 5 indexed citations
18.
19.
Walan, Susanne & Shu-Nu Chang Rundgren. (2014). Investigating Preschool and Primary School Teachers’ Self-Efficacy and Needs in Teaching Science: A Pilot Study. Center for Educational Policy Studies Journal. 4(1). 51–67. 17 indexed citations
20.
Walan, Susanne & Shu-Nu Chang Rundgren. (2014). Investigating preschool and primary school teachers’ self-efficacy and needs in teaching science: a pilot study. SHILAP Revista de lepidopterología.

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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