| The meaning of ‘relevance’in science education and its implications for the science curriculum M Stuckey, A Hofstein, R Mamlok-Naaman, I Eilks Studies in Science Education 49 (1), 1-34, 2013 | 669 | 2013 |
| Societal issues and their importance for contemporary science education—a pedagogical justification and the state-of-the-art in Israel, Germany, and the USA A Hofstein, I Eilks, R Bybee International Journal of Science and Mathematics Education 9, 1459-1483, 2011 | 495 | 2011 |
| Education for Sustainable Development (ESD) and chemistry education M Burmeister, F Rauch, I Eilks Chemistry Education Research and Practice 13 (2), 59-68, 2012 | 478 | 2012 |
| Promoting Scientific Literacy Using a Sociocritical and Problem-Oriented Approach to Chemistry Teaching: Concept, Examples, Experiences. R Marks, I Eilks International journal of environmental and science education 4 (3), 231-245, 2009 | 318 | 2009 |
| Reconsidering Different Visions of Scientific Literacy and Science Education Based on the Concept of Bildung J Sjöström, I Eilks Cognition, metacognition, and culture in STEM education: Learning, teaching …, 2018 | 288 | 2018 |
| Experiences and reflections about teaching atomic structure in a jigsaw classroom in lower secondary school chemistry lessons I Eilks Journal of Chemical Education 82 (2), 313, 2005 | 217 | 2005 |
| A multi-perspective reflection on how indigenous knowledge and related ideas can improve science education for sustainability R Zidny, J Sjöström, I Eilks Science & Education 29 (1), 145-185, 2020 | 212 | 2020 |
| Participatory Action Research within chemical education I Eilks, B Ralle Research in chemical education-What does this mean, 87-98, 2002 | 166 | 2002 |
| Education in green chemistry and in sustainable chemistry: perspectives towards sustainability VG Zuin, I Eilks, M Elschami, K Kümmerer Green Chemistry 23 (4), 1594-1608, 2021 | 158 | 2021 |
| An example of learning about plastics and their evaluation as a contribution to Education for Sustainable Development in secondary school chemistry teaching M Burmeister, I Eilks Chemistry Education Research and Practice 13 (2), 93-102, 2012 | 155 | 2012 |
| Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning J Sjöström, N Frerichs, VG Zuin, I Eilks Studies in Science Education 53 (2), 165-192, 2017 | 153 | 2017 |
| Science education and education for sustainable development–justifications, models, practices and perspectives I Eilks Eurasia Journal of Mathematics, Science and Technology Education 11 (1), 149-158, 2015 | 151 | 2015 |
| Research-based development of a lesson plan on shower gels and musk fragrances following a socio-critical and problem-oriented approach to chemistry teaching R Marks, I Eilks Chemistry Education Research and Practice 11 (2), 129-141, 2010 | 141* | 2010 |
| An understanding of sustainability and education for sustainable development among German student teachers and trainee teachers of chemistry. M Burmeister, I Eilks Science education international 24 (2), 167-194, 2013 | 125 | 2013 |
| Towards Eco-reflexive Science Education A Critical Reflection About Educational Implications of Green Chemistry J Sjostrom, I Eilks, VG Zuin SCIENCE & EDUCATION 25 (3-4), 321-341, 2016 | 121 | 2016 |
| Effects of a long-term participatory action research project on science teachers’ professional development I Eilks, S Markic Eurasia Journal of Mathematics, Science and Technology Education 7 (3), 149-160, 2011 | 120 | 2011 |
| Action research in science education–an analytical review of the literature I Laudonia, R Mamlok-Naaman, S Abels, I Eilks Educational action research 26 (3), 480-495, 2018 | 116 | 2018 |
| German chemistry teachers’ understanding of sustainability and education for sustainable development—An interview case study M Burmeister, S Schmidt-Jacob, I Eilks Chemistry Education Research and Practice 14 (2), 169-176, 2013 | 108 | 2013 |
| How to allocate the chemistry curriculum between science and society I Eilks, F Rauch, B Ralle, A Hofstein Teaching chemistry–A studybook, 1-36, 2013 | 104 | 2013 |
| Partizipative Fachdidaktische Aktionsforschung. Ein Modell für eine begründete und praxisnahe curriculare Entwicklungsforschung in der Chemiedidaktik I Eilks, B Ralle CHEMKON: Forum für Unterricht und Didaktik 9 (1), 13-18, 2002 | 104 | 2002 |
Silvija MarkicProfessor, Ludwig-Maximilians-University MunichVerified email at cup.lmu.de
