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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change
Finja Grospietsch, Jürgen Mayer
Education Sciences (2018) Vol. 8, Iss. 3, pp. 120-120
Open Access | Times Cited: 42

Showing 1-25 of 42 citing articles:

The Persistence of Neuromyths in the Educational Settings: A Systematic Review
Marta Torrijos-Muelas, Sixto González‐Víllora, Ana Rosa Bodoque-Osma
Frontiers in Psychology (2021) Vol. 11
Open Access | Times Cited: 108
How Common Is Belief in the Learning Styles Neuromyth, and Does It Matter? A Pragmatic Systematic Review
Philip M. Newton, Atharva Salvi
Frontiers in Education (2020) Vol. 5
Open Access | Times Cited: 74
Professional Vision of Preservice and In‐Service Biology Teachers: Tacit Knowledge About Teaching and Learning in Relation to Student Conceptions in Evolution Lessons
Jens Steinwachs, Helge Martens
Science Education (2025)
Open Access | Times Cited: 1
Pre-service Science Teachers’ Neuroscience Literacy: Neuromyths and a Professional Understanding of Learning and Memory
Finja Grospietsch, Jürgen Mayer
Frontiers in Human Neuroscience (2019) Vol. 13
Open Access | Times Cited: 66
Interventions to Dispel Neuromyths in Educational Settings—A Review
Luc Rousseau
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 33
Why multiple intelligences theory is a neuromyth
Lynn Waterhouse
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 13
The Prevalence and Usage of “Neuromyths” Among German in‐Service‐ and Pre‐Service Teachers – Compared to Neuroscience Specialists and the General Public
Ann‐Kathrin Hennes, Alfred Schabmann, Barbara Maria Schmidt
Mind Brain and Education (2024) Vol. 18, Iss. 1, pp. 135-147
Closed Access | Times Cited: 5
Neuroscience Literacy and Academic Outcomes: Insights from a University Student Population
Abeer F. Almarzouki, Albandari Awad Alqahtani, Jumana K. Baessa, et al.
Brain Sciences (2025) Vol. 15, Iss. 1, pp. 44-44
Open Access
Review on the Prevalence and Persistence of Neuromyths in Education – Where We Stand and What Is Still Needed
Finja Grospietsch, Isabelle Lins
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 25
Effect of a Science of Learning Course on Beliefs in Neuromyths and Neuroscience Literacy
Roberto A. Ferreira, Cristina Rodríguez
Brain Sciences (2022) Vol. 12, Iss. 7, pp. 811-811
Open Access | Times Cited: 18
Misconceptions about neuroscience – prevalence and persistence of neuromyths in education
Finja Grospietsch, Jürgen Mayer
Neuroforum (2020) Vol. 26, Iss. 2, pp. 63-71
Closed Access | Times Cited: 23
University teachers’ professional vision with respect to their conceptions of teaching and learning: findings from an eye-tracking study
Neea Heinonen, Nina Katajavuori, Ilona Södervik
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 6
Bibliometric Investigation in Misconceptions and Conceptual Change Over Three Decades of Science Education
Mohd Zaidi Bin Amiruddin, Achmad Samsudin, Andi Suhandi, et al.
International Journal of Educational Methodology (2024) Vol. volume-10-2024, Iss. volume-10-issue-3-august-2024, pp. 367-385
Open Access | Times Cited: 1
Towards Conceptual Change in Computer Science Education: an Introduction to Conceptual Change Texts
Moritz Kreinsen, Finja Grospietsch, Sandra Schulz
(2024), pp. 1-2
Closed Access | Times Cited: 1
Prevalence, Predictors and Sources of Information Regarding Neuromyths in an Australian Cohort of Preservice Teachers
Mark Carter, Penny Van Bergen, Jennifer Stephenson, et al.
˜The œAustralian journal of teacher education (2020) Vol. 45, Iss. 10, pp. 95-113
Open Access | Times Cited: 11
“Neuromyths” and Multiple Intelligences (MI) Theory: A Comment on Gardner, 2020
Luc Rousseau
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 10
Short pedagogical training in supporting university teachers’ professional vision: A comparison of prospective and current faculty teachers
Neea Heinonen, Nina Katajavuori, Mari Murtonen, et al.
Instructional Science (2022) Vol. 51, Iss. 2, pp. 201-229
Open Access | Times Cited: 7
Cognitive Neuroscience and Education: Not a Gap to Be Bridged but a Common Field to Be Cultivated
Demis Basso, Milvia Cottini
Sustainability (2023) Vol. 15, Iss. 2, pp. 1628-1628
Open Access | Times Cited: 3
Determining Biology Teachers' Neuromyths and Knowledge About Brain Functions
Yeliz Gülsün, Pınar Köseoğlu
TED EĞİTİM VE BİLİM (2020)
Open Access | Times Cited: 6


Science for Education Today (2021) Vol. 11, Iss. 1
Open Access | Times Cited: 6
How to Deal with Students' Conceptions: Conceptual Change Texts on Artificial Intelligence
A. Rabe, Moritz Kreinsen, Finja Grospietsch, et al.
(2023), pp. 1-2
Closed Access | Times Cited: 2
Praxeological Orientation of Professional Training Formation of Future Primary School Teachers
Віта Павленко, Олена Кондратюк, Tеtіana VASІUTINA, et al.
Revista Romaneasca pentru Educatie Multidimensionala (2022) Vol. 14, Iss. 2, pp. 330-347
Open Access | Times Cited: 4
Offer, Use, and Outcomes of Conceptual Change Texts on Neuromyths Among Pre-service Biology Teachers
Finja Grospietsch, Jürgen Mayer
Zeitschrift für Didaktik der Naturwissenschaften (2021) Vol. 27, Iss. 1, pp. 83-107
Open Access | Times Cited: 5
Le neuromythe des « styles d’apprentissage » VAK (visuel, auditif, kinesthésique) : une tentative de démystification auprès d’apprentis enseignants franco-ontariens
Luc Rousseau, Jeanne Brabant-Beaulieu
Neuroeducation (2020) Vol. 6, Iss. 1, pp. 65-91
Open Access | Times Cited: 4
Comment passer de la diffusion des neuromythes à l’adoption de pratiques fondées sur des données probantes en éducation ?
Marina Tual, Geoffrey Blondelle, Clément Bailleul, et al.
Psychologie Française (2024) Vol. 69, Iss. 4, pp. 353-369
Closed Access
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