| Understanding needs embodiment: A theory‐guided reanalysis of the role of metaphors and analogies in understanding science K Niebert, S Marsch, DF Treagust Science Education 96 (5), 849-877, 2012 | 260 | 2012 |
| Leitfadengestützte interviews K Niebert, H Gropengießer Methoden in der naturwissenschaftsdidaktischen Forschung, 121-132, 2014 | 215 | 2014 |
| Understanding the greenhouse effect by embodiment–Analysing and using students' and scientists' conceptual resources K Niebert, H Gropengießer International Journal of Science Education 36 (2), 277-303, 2014 | 106 | 2014 |
| Understanding Starts in the Mesocosm: Conceptual metaphor as a framework for external representations in science teaching K Niebert, H Gropengiesser Conceptual metaphor and embodied cognition in science learning, 171-201, 2018 | 94 | 2018 |
| Understanding and communicating climate change in metaphors K Niebert, H Gropengiesser Environmental Education Research 19 (3), 282-302, 2013 | 78 | 2013 |
| The model of educational reconstruction: A framework for the design of theory-based content specific interventions. The example of climate change K Niebert, H Gropengiesser Educational design research–Part B: Illustrative cases, 511-531, 2013 | 71 | 2013 |
| Den Klimawandel verstehen: eine didaktische Rekonstruktion der globalen Erwärmung K Niebert Beiträge zur didaktischen Rekonstruktion; Bd. 31, 2010 | 50 | 2010 |
| Den Klimawandel verstehen K Niebert Eine didaktische Rekonstruktion der globalen Erwärmung 1, 2010 | 41 | 2010 |
| The (Un) political perspective on climate change in education—A systematic review J Kranz, M Schwichow, P Breitenmoser, K Niebert Sustainability 14 (7), 4194, 2022 | 32 | 2022 |
| Curriculum and didaktik in 21st century: Still divergent or converging? A Tahirsylaj, K Niebert, R Duschl European Journal of Curriculum Studies 2 (2), 262-281, 2015 | 30 | 2015 |
| Epochenwechsel: Plädoyer für einen grünen New Deal M Müller, K Niebert oekom, 2009 | 27 | 2009 |
| Effective sustainability education is political education K Niebert on education. Journal for research and debate 2 (4), 2019 | 26 | 2019 |
| Die Rohstoff-Expedition: entdecke, was in (d) einem Handy steckt J Nordmann, MJ Welfens, D Fischer, C Nemnich, B Bookhagen, K Bienge, ... Springer-Verlag, 2015 | 22 | 2015 |
| The hidden hand that shapes conceptual understanding: Choosing effective representations for teaching cell division and climate change K Niebert, T Riemeier, H Gropengießer Multiple representations in biological education, 293-310, 2012 | 20 | 2012 |
| The model of educational reconstruction: scientists’ and students’ conceptual balances to improve teaching of coordination chemistry in higher education A Sam, K Niebert, R Hanson, AK Twumasi International Journal of Academic research and reflection 3 (7), 67-77, 2015 | 19 | 2015 |
| Wenn nicht jetzt, wann dann? Nachhaltigkeit im naturwissenschaftlichen Unterricht C Zowada, K Niebert, I Eilks Naturwissenschaften im Unterricht Chemie 30 (172), 2-9, 2019 | 16 | 2019 |
| “CO 2 Causes a Hole in the Atmosphere”: Using Laypeople’s Conceptions as a Starting Point to Communicate Climate Change K Niebert, H Gropengießer The economic, social and political elements of climate change, 603-622, 2011 | 16 | 2011 |
| Nachhaltigkeit lernen im Anthropozän K Niebert Bildung für nachhaltige Entwicklung in pädagogischen Handlungsfeldern, 77-94, 2016 | 15 | 2016 |
| Vorstellungen von Studierenden zur Bedeutung von Nachhaltigkeit im Geographieunterricht S Baumann, K Niebert BNE-Strukturen gemeinsam gestalten. Münster, 235-261, 2020 | 12 | 2020 |
| Lessons learned from Covid-19: Why Sustainability Education needs to become political K Niebert Progress in Science Education (PriSE) 4 (3), 6-14, 2021 | 10 | 2021 |
