| Prior knowledge activation: How different concept mapping tasks lead to substantial differences in cognitive processes, learning outcomes, and perceived self-efficacy J Gurlitt, A Renkl Instructional Science 38, 417-433, 2010 | 172 | 2010 |
| Learning relative motion concepts in immersive and non-immersive virtual environments M Kozhevnikov, J Gurlitt, M Kozhevnikov Journal of Science Education and Technology 22, 952-962, 2013 | 109 | 2013 |
| Differently structured advance organizers lead to different initial schemata and learning outcomes J Gurlitt, S Dummel, S Schuster, M Nückles Instructional Science 40, 351-369, 2012 | 85 | 2012 |
| Are high‐coherent concept maps better for prior knowledge activation? Differential effects of concept mapping tasks on high school vs. university students J Gurlitt, A Renkl Journal of Computer Assisted Learning 24 (5), 407-419, 2008 | 81 | 2008 |
| LEMA–Professional development of teachers in relation to mathematical modelling K Maaß, J Gurlitt Trends in teaching and learning of mathematical modelling: ICTMA14, 629-639, 2011 | 75 | 2011 |
| Designing a teacher questionnaire to evaluate professional development in modelling K Maaß, J Gurlitt CERME-6–Proceedings of the Sixth Congress of the European Society for …, 2010 | 66 | 2010 |
| Mind maps und concept maps M Nückles, J Gurlitt, T Pabst, A Renkl Visualisieren–Organisieren–Kommunizieren. Beck-Wirtschaftsberater im dtv …, 2004 | 33 | 2004 |
| Immersive and non-immersive virtual reality system to learn relative motion concepts M Kozhevnikov, J Gurlitt 2013 3rd Interdisciplinary Engineering Design Education Conference, 168-172, 2013 | 24 | 2013 |
| A graph-oriented approach to measuring expertise-detecting structural differences between experts and intermediates A Lachner, J Gurlitt, M Nuckles Proceedings of the Annual Meeting of the Cognitive Science Society 34 (34), 2012 | 16 | 2012 |
| How can we use concept maps for prior knowledge activation-different mapping-tasks lead to different cognitive processes J Gurlitt, A Renkl, MA Motes, S Hauser International Society of the Learning Sciences, 2006 | 15 | 2006 |
| Cognitive and affective learning strategies I Braun, J Gurlitt, M Nückles Encyclopedia of the sciences of learning, 563-566, 2012 | 10 | 2012 |
| Kann man" Lernen lernen" lehren? J Gurlitt, M Nückles na, 2010 | 10 | 2010 |
| Interactions of expertise and prior-knowledge activation with low-coherent and high-coherent concept mapping tasks J Gurlitt, A Renkl, L Faulhaber, F Fischer Proceedings of the Annual Meeting of the Cognitive Science Society 29 (29), 2007 | 9 | 2007 |
| Advance organizer J Gurlitt Encyclopedia of the Sciences of Learning. Springer, Boston, MA, https://doi …, 2012 | 7 | 2012 |
| Concept Maps J Gurlitt Encyclopedia of the Sciences of Learning, 730-732, 2012 | | 2012 |
| Prior Knowledge Activation with High-Vs. Low-coherent Concept Maps J Gurlitt | | 2008 |
| Lernprotokolle schreiben und veröffentlichen: Eine Maßnahme zur Förderung intentionalen Lernens in (teil-) virtuellen Lerngemeinschaften M Nückles, K Berthold, J Gurlitt, A Renkl | | 2003 |
| Fostering self-guided learning by writing learning diaries M Nückles, K Berthold, J Gurlitt, A Renkl | | 2003 |
