| Reflections on trustworthiness in phenomenographic research: Recognising purpose, context and change in the process of research BI Collier-Reed, Å Ingerman, A Berglund Education as change 13 (2), 339-355, 2009 | 220 | 2009 |
| Phenomenography: From critical aspects to knowledge claim B Collier-Reed, Å Ingerman Theory and method in higher education research 9, 243-260, 2013 | 115 | 2013 |
| Technological literacy reconsidered: A model for enactment Å Ingerman, B Collier-Reed International Journal of Technology and Design Education 21, 137-148, 2011 | 101 | 2011 |
| The learners’ experience of variation: Following students’ threads of learning physics in computer simulation sessions Å Ingerman, C Linder, D Marshall Instructional science 37, 273-292, 2009 | 97 | 2009 |
| Probability as a conceptual hurdle to understanding one-dimensional quantum scattering and tunnelling D Domert, C Linder, Å Ingerman European Journal of Physics 26 (1), 47, 2004 | 71 | 2004 |
| Making sense of physics in the first year of study S Booth, Å Ingerman Learning and Instruction 12 (5), 493-507, 2002 | 68 | 2002 |
| Continuity and development in the phenomenography and variation theory tradition A Rovio-Johansson, Å Ingerman Scandinavian Journal of Educational Research 60 (3), 257-271, 2016 | 59 | 2016 |
| Fenomenografi. I G. Klingberg & U. Hallberg (Red.) Å Ingerman Kvalitativa metoder helt enkelt 1, 187-206, 2021 | 46 | 2021 |
| Expounding on physics: A phenomenographic study of physicists talking of their physics Å Ingerman, S Booth Int. J. Sci. Educ. 25 (12), 1489-1508, 2003 | 44 | 2003 |
| Coherent multiple Andreev reflections and current resonances in SNS quantum point contacts Å Ingerman, G Johansson, VS Shumeiko, G Wendin Physical Review B 64 (14), 144504, 2001 | 44 | 2001 |
| Full counting statistics of multiple Andreev reflection G Johansson, P Samuelsson, Å Ingerman Physical review letters 91 (18), 187002, 2003 | 41 | 2003 |
| On context in phenomenographic research on understanding heat and temperature T Adawi, A Berglund, Å Ingerman, S Booth The 9th EARLI conference, Fribourg, August 2001, Fribourg, Switzerland, 2001 | 41 | 2001 |
| Avoid, control, succumb, or balance: Engineering students’ approaches to a wicked sustainability problem J Lönngren, Å Ingerman, M Svanström Research in Science Education 47, 805-831, 2017 | 40 | 2017 |
| Features of an emerging practice and professional development in a science teacher team collaboration with a researcher team A Olin, Å Ingerman Journal of Science Teacher Education 27 (6), 607-624, 2016 | 39 | 2016 |
| Towards a teachers’ professional discipline: Shared responsibility for didactic models in research and practice Å Ingerman, PO Wickman Transformative teacher research, 167-179, 2015 | 38 | 2015 |
| Discerning technological systems related to everyday objects: mapping the variation in pupils’ experience M Svensson, Å Ingerman International Journal of Technology and Design Education 20, 255-275, 2010 | 32 | 2010 |
| Towards an inter-language of talking science: exploring students’ argumentation in relation to authentic language C Olander, Å Ingerman Journal of Biological Education 45 (3), 158-164, 2011 | 30 | 2011 |
| Physics group work in a phenomenographic perspective–learning dynamics as the experience of variation and relevance Å Ingerman, M Berge, S Booth European Journal of Engineering Education 34 (4), 349-358, 2009 | 29 | 2009 |
| On young people’s experience of systems in technology M Svensson, A Zetterqvist, Å Ingerman Design and Technology Education: An International Journal 17 (1), 2012 | 27 | 2012 |
| A holistic picture of physics student conceptions of energy quantization, the photon concept, and light quanta interference M Ayene, J Krick, B Damitie, A Ingerman, B Thacker International Journal of Science and Mathematics Education 17, 1049-1070, 2019 | 26 | 2019 |
