| The tip of the iceberg in organic chemistry classes: how do students deal with the invisible? N Graulich Chemistry Education Research and Practice 16 (1), 9-21, 2015 | 193 | 2015 |
| Resolving the complexity of organic chemistry students' reasoning through the lens of a mechanistic framework I Caspari, D Kranz, N Graulich Chemistry Education Research and Practice 19 (4), 1117-1141, 2018 | 102 | 2018 |
| Concept-oriented task design: Making purposeful case comparisons in organic chemistry N Graulich, M Schween Journal of Chemical Education 95 (3), 376-383, 2018 | 76 | 2018 |
| Heuristic thinking makes a chemist smart N Graulich, H Hopf, PR Schreiner Chemical Society Reviews 39 (5), 1503-1512, 2010 | 75 | 2010 |
| This mechanistic step is “productive”: organic chemistry students' backward-oriented reasoning I Caspari, ML Weinrich, H Sevian, N Graulich Chemistry Education Research and Practice 19 (1), 42-59, 2018 | 67 | 2018 |
| The Cope rearrangement—the first born of a great family N Graulich Wiley Interdisciplinary Reviews: Computational Molecular Science 1 (2), 172-190, 2011 | 55 | 2011 |
| Investigating students' similarity judgments in organic chemistry N Graulich, G Bhattacharyya Chemistry Education Research and Practice 18 (4), 774-784, 2017 | 50 | 2017 |
| Intuitive judgments govern students’ answering patterns in multiple-choice exercises in organic chemistry N Graulich Journal of Chemical Education 92 (2), 205-211, 2015 | 44 | 2015 |
| Scaffolding the structure of organic chemistry students’ multivariate comparative mechanistic reasoning I Caspari, N Graulich International Journal of Physics and Chemistry Education 11 (2), 31-43, 2019 | 42 | 2019 |
| Explicit versus implicit similarity–exploring relational conceptual understanding in organic chemistry N Graulich, S Hedtrich, R Harzenetter Chemistry Education Research and Practice 20 (4), 924-936, 2019 | 35 | 2019 |
| Designing a scaffold for mechanistic reasoning in organic chemistry N Graulich, I Caspari Chemistry Teacher International 3 (1), 19-30, 2021 | 34 | 2021 |
| Thinking in alternatives—a task design for challenging students’ problem-solving approaches in organic chemistry L Lieber, N Graulich Journal of Chemical Education 97 (10), 3731-3738, 2020 | 30 | 2020 |
| 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 | 29 | 2020 |
| Investigating students’ reasoning over time for case comparisons of acyl transfer reaction mechanisms FM Watts, I Zaimi, D Kranz, N Graulich, GV Shultz Chemistry Education Research and Practice 22 (2), 364-381, 2021 | 25 | 2021 |
| Investigating students’ argumentation when judging the plausibility of alternative reaction pathways in organic chemistry L Lieber, N Graulich Chemistry Education Research and Practice 23 (1), 38-54, 2022 | 24 | 2022 |
| Using software tools to provide students in large classes with individualized formative feedback S Hedtrich, N Graulich Journal of Chemical Education 95 (12), 2263-2267, 2018 | 22 | 2018 |
| Writing a review article: what to do with my literature review N Graulich, SE Lewis, A Kahveci, JM Nyachwaya, GA Lawrie Chemistry Education Research and Practice 22 (3), 561-564, 2021 | 20 | 2021 |
| Wiley Interdiscip N Graulich Rev.: Comput. Mol. Sci 1 (2), 172-190, 2011 | 19 | 2011 |
| Beyond the beaker: Students’ use of a scaffold to connect observations with the particle level in the organic chemistry laboratory L Keiner, N Graulich Chemistry Education Research and Practice 22 (1), 146-163, 2021 | 18 | 2021 |
| Eye-tracking as a promising tool in pre-service teacher Education─ A new approach to promote skills for digital multimedia design A Langner, N Graulich, M Nied Journal of Chemical Education 99 (4), 1651-1659, 2022 | 16 | 2022 |
