| Searching for a common ground–A literature review of empirical research on scientific inquiry activities S Rönnebeck, S Bernholt, M Ropohl Studies in Science Education 52 (2), 161-197, 2016 | 317 | 2016 |
| Students' Understanding of Chemical Formulae: A review of empirical research V Taskin, S Bernholt International Journal of Science Education 36 (1), 157-185, 2014 | 151 | 2014 |
| Students’ progression in understanding the matter concept JC Hadenfeldt, K Neumann, S Bernholt, X Liu, I Parchmann Journal of Research in Science Teaching 53 (5), 683-708, 2016 | 132 | 2016 |
| Kompetenzmodellierung zwischen Forschung und Unterrichtspraxis S Bernholt, I Parchmann, ML Commons Zeitschrift für Didaktik der Naturwissenschaften: ZfDN 15, 219-245, 2009 | 117 | 2009 |
| Assessing the complexity of students' knowledge in chemistry S Bernholt, I Parchmann Chemistry Education Research and Practice 12 (2), 167-173, 2011 | 98 | 2011 |
| Using model-based scaffolds to support students solving context-based chemistry problems K Broman, S Bernholt, I Parchmann International Journal of Science Education 40 (10), 1176-1197, 2018 | 94 | 2018 |
| Composition-effects of context-based learning opportunities on students’ understanding of energy S Podschuweit, S Bernholt Research in Science Education 48 (4), 717-752, 2018 | 90 | 2018 |
| Using Ordered Multiple-Choice Items To Assess Students’ Understanding of the Structure and Composition of Matter JC Hadenfeldt, S Bernholt, X Liu, K Neumann, I Parchmann Journal of Chemical Education 90 (12), 1602-1608, 2013 | 78 | 2013 |
| Analysing task design and students’ responses to context-based problems through different analytical frameworks K Broman, S Bernholt, I Parchmann Research in Science & Technological Education 33 (2), 143-161, 2015 | 74 | 2015 |
| Longitudinal couplings between interest and conceptual understanding in secondary school chemistry: an activity-based perspective L Höft, S Bernholt International Journal of Science Education 41 (5), 607-627, 2019 | 71 | 2019 |
| Knowing more about things you care less about: Cross‐sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school … L Höft, S Bernholt, JS Blankenburg, M Winberg Journal of Research in Science Teaching 56 (2), 184-210, 2019 | 67 | 2019 |
| Relevant or interesting according to upper secondary students? Affective aspects of context-based chemistry problems K Broman, S Bernholt, C Christensson Research in Science & Technological Education 40 (4), 478-498, 2022 | 57 | 2022 |
| Kompetenzmodellierung in der Chemie: theoretische und empirische Reflexion am Beispiel des Modells hierarchischer Komplexität S Bernholt Logos-Verlag, 2010 | 53 | 2010 |
| Digitising Teaching and Learning–Additional Perspectives for Chemistry Education S Bernholt, K Broman, S Siebert, I Parchmann Israel Journal of Chemistry 59 (6-7), 554-564, 2019 | 50 | 2019 |
| Unterrichtssprache im Fachunterricht–Stand der Forschung und Forschungsperspektiven am Beispiel des Textverständnisses H Härtig, S Bernholt, H Prechtl, J Retelsdorf Zeitschrift für Didaktik der Naturwissenschaften 21 (1), 55-67, 2015 | 50 | 2015 |
| Decoding Case Comparisons in Organic Chemistry: Eye-Tracking Students’ Visual Behavior M Rodemer, J Eckhard, N Graulich, S Bernholt Journal of Chemical Education 97 (10), 3530-3539, 2020 | 45 | 2020 |
| How Do Students Understand Energy in Biology, Chemistry, and Physics? Development and Validation of an Assessment Instrument ST Opitz, K Neumann, S Bernholt, U Harms Eurasia Journal of Mathematics, Science & Technology Education 13 (7), 3019-3042, 2017 | 42 | 2017 |
| Use of representation mapping to capture abstraction in problem solving in different courses in chemistry H Sevian, S Bernholt, GA Szteinberg, S Auguste, LC Pérez Chemistry Education Research and Practice 16 (3), 429-446, 2015 | 40 | 2015 |
| Students’ energy understanding across biology, chemistry, and physics contexts ST Opitz, K Neumann, S Bernholt, U Harms Research in Science Education 49 (2), 521-541, 2019 | 39 | 2019 |
| Making it tangible. Learning outcomes in science education S Bernholt, K Neumann, P Nentwig Waxmann Verlag, 2012 | 39 | 2012 |
Knut NeumannLeibniz Institut für die Pädagogik der Naturwissenschaften und der MathematikEmail được xác minh tại ipn.uni-kiel.de