Julia Salinas

542 total citations
22 papers, 380 citations indexed

About

Julia Salinas is a scholar working on Education, Developmental and Educational Psychology and General Agricultural and Biological Sciences. According to data from OpenAlex, Julia Salinas has authored 22 papers receiving a total of 380 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 10 papers in Developmental and Educational Psychology and 5 papers in General Agricultural and Biological Sciences. Recurrent topics in Julia Salinas's work include Educational methodologies and cognitive development (9 papers), Educational theories and practices (7 papers) and Science Education and Pedagogy (7 papers). Julia Salinas is often cited by papers focused on Educational methodologies and cognitive development (9 papers), Educational theories and practices (7 papers) and Science Education and Pedagogy (7 papers). Julia Salinas collaborates with scholars based in Argentina, Spain and Brazil. Julia Salinas's co-authors include Jenaro Guisasola, Joaquín Martínez Torregrosa, Pablo Valdés-Badilla, Daniel Gil‐Pérez, Amparo Vilches, Anna María Pessoa de Carvalho, António Cachapuz, Ricardo Trumper, José Manuel Almudí and A. Gras-Martí and has published in prestigious journals such as SHILAP Revista de lepidopterología, Science & Education and European Journal of Physics.

In The Last Decade

Julia Salinas

19 papers receiving 314 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Julia Salinas Argentina 9 309 136 46 40 37 22 380
Martine Méheut France 12 362 1.2× 157 1.2× 27 0.6× 17 0.4× 19 0.5× 19 452
Marie‐Geneviève Séré France 10 402 1.3× 220 1.6× 19 0.4× 28 0.7× 7 0.2× 31 476
Miguel Ángel Gómez Crespo Spain 9 250 0.8× 126 0.9× 46 1.0× 5 0.1× 11 0.3× 29 318
Luli Stern Israel 6 309 1.0× 145 1.1× 47 1.0× 8 0.2× 11 0.3× 8 373
Helge Strömdahl Sweden 12 299 1.0× 163 1.2× 12 0.3× 14 0.3× 18 0.5× 24 405
María Rut Jiménez Liso Spain 10 232 0.8× 118 0.9× 80 1.7× 3 0.1× 37 1.0× 67 345
Samuel Johsua France 8 352 1.1× 177 1.3× 9 0.2× 42 1.1× 11 0.3× 19 449
George O’Brien United States 7 288 0.9× 126 0.9× 11 0.2× 13 0.3× 8 0.2× 20 357
Mehmet Fatih Taşar Türkiye 10 319 1.0× 111 0.8× 18 0.4× 6 0.1× 11 0.3× 38 378
Margaret Rutherford South Africa 9 404 1.3× 228 1.7× 21 0.5× 5 0.1× 10 0.3× 10 496

Countries citing papers authored by Julia Salinas

Since Specialization
Citations

This map shows the geographic impact of Julia Salinas's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Julia Salinas with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Julia Salinas more than expected).

Fields of papers citing papers by Julia Salinas

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Julia Salinas. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Julia Salinas. The network helps show where Julia Salinas may publish in the future.

Co-authorship network of co-authors of Julia Salinas

This figure shows the co-authorship network connecting the top 25 collaborators of Julia Salinas. A scholar is included among the top collaborators of Julia Salinas based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Julia Salinas. Julia Salinas is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Salinas, Julia, et al.. (2018). Criterios y actividades para la evaluación del aprendizaje en cursos universitarios de química. Educación Química. 18(4). 294–294. 1 indexed citations
2.
Salinas, Julia, et al.. (2016). CONTRIBUCIONES DE LA EPISTEMOLOGÍA DE LAUDAN PARA LA COMPRENSIÓN DE CONCEPCIONES EPISTEMOLÓGICAS SUSTENTADAS POR ESTUDIANTES SECUNDARIOS DE FÍSICA. Investigações em Ensino de Ciências. 11(1). 97–117.
3.
Salinas, Julia, et al.. (2016). EL VÍNCULO ENTRE ASPECTOS CONCEPTUALES Y EPISTEMOLÓGICOS EN EL APRENDIZAJE DE LA FÍSICA CLÁSICA. Investigações em Ensino de Ciências. 6(2). 197–226. 1 indexed citations
4.
Guisasola, Jenaro, et al.. (2008). The Gauss and Ampere laws: different laws but similar difficulties for student learning. European Journal of Physics. 29(5). 1005–1016. 30 indexed citations
5.
Gil‐Pérez, Daniel, A. Gras-Martí, Jenaro Guisasola, et al.. (2006). Teaching of Energy Issues: A Debate Proposal for a Global Reorientation. Science & Education. 16(1). 43–64. 85 indexed citations
6.
Salinas, Julia, et al.. (2005). Incomprensiones en el aprendizaje de la mecánica clásica básica. SHILAP Revista de lepidopterología. 18(1). 39–54. 3 indexed citations
7.
Gil‐Pérez, Daniel, Amparo Vilches, Isabel Fernández, et al.. (2005). Technology as ‘Applied Science’. Science & Education. 14(3-5). 309–320. 31 indexed citations
8.
Salinas, Julia. (2004). El papel de la experimentación en la enseñanza de la física. Conicet. 31–39. 1 indexed citations
9.
Guisasola, Jenaro, et al.. (2003). Análisis de los procesos de aplicación de las Leyes de Gauss y Ampère por estudiantes universitarios de España y Argentina. SHILAP Revista de lepidopterología. 25(2). 195–206. 15 indexed citations
10.
Gil‐Pérez, Daniel, Jenaro Guisasola, António Cachapuz, et al.. (2002). Defending Constructivism in Science Education. Science & Education. 11(6). 557–571. 82 indexed citations
11.
Medina, César, et al.. (2002). Control Experimental del Modelo de Péndulo Matemático. SHILAP Revista de lepidopterología. 24(2). 254–258. 1 indexed citations
12.
Gil‐Pérez, Daniel, et al.. (2001). La enseñanza de la energía en la educación secundaria. Un análisis crítico. SHILAP Revista de lepidopterología. 14(1). 45–60. 11 indexed citations
13.
Salinas, Julia, et al.. (2001). Comprensión de los Conceptos de Campo, Energía y Potencial Eléctricos y Magnéticos en Estudiantes Universitarios. SHILAP Revista de lepidopterología. 23(3). 308–318. 5 indexed citations
14.
Salinas, Julia, et al.. (2000). La formación de los profesores de Ciencias en Argentina. Un replanteamiento necesario. SHILAP Revista de lepidopterología. 13(2). 49–62. 1 indexed citations
15.
Salinas, Julia, et al.. (2000). Hacia un modelo integrador para el aprendizaje de las ciencias. Enseñanza de las Ciencias Revista de investigación y experiencias didácticas. 18(1). 3–13. 11 indexed citations
16.
Gil, Daniel, Jaime Carrascosa Alís, Carles Furió-Más, et al.. (1999). ¿Puede hablarse de consenso constructivista en la educación científica?. Enseñanza de las Ciencias Revista de investigación y experiencias didácticas. 17(3). 503–512. 23 indexed citations
17.
Pérez, Daniel Gil, Carles Furió-Más, Julia Salinas, et al.. (1999). ¿Tiene sentido seguir distinguiendo entre aprendizaje de conceptos, resolución de problemas de lápiz y papel y realización de prácticas de laboratorio?. Enseñanza de las Ciencias Revista de investigación y experiencias didácticas. 17(2). 311–320. 61 indexed citations
18.
Salinas, Julia, et al.. (1995). Distintos tipos de constantes en física y aprendizaje significativo de la disciplina. Enseñanza de las Ciencias Revista de investigación y experiencias didácticas. 13(2). 237–248. 1 indexed citations
19.
Salinas, Julia. (1995). Las prácticas de física básica en laboratorios universitarios. Dialnet (Universidad de la Rioja). 6 indexed citations
20.
Salinas, Julia, et al.. (1990). A sensação de cor: um problema da Física? Algumas experiências para sala de aula. SHILAP Revista de lepidopterología. 7(3). 183–195. 2 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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