Maja Planinić

1.3k total citations
30 papers, 860 citations indexed

About

Maja Planinić is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Maja Planinić has authored 30 papers receiving a total of 860 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Education, 12 papers in Developmental and Educational Psychology and 10 papers in Experimental and Cognitive Psychology. Recurrent topics in Maja Planinić's work include Science Education and Pedagogy (23 papers), Visual and Cognitive Learning Processes (10 papers) and Educational Strategies and Epistemologies (10 papers). Maja Planinić is often cited by papers focused on Science Education and Pedagogy (23 papers), Visual and Cognitive Learning Processes (10 papers) and Educational Strategies and Epistemologies (10 papers). Maja Planinić collaborates with scholars based in Croatia, Austria and United States. Maja Planinić's co-authors include Ana Sušac, Lana Ivanjek, Andreja Bubić, Marijan Palmović, William J. Boone, Peter S. Shaffer, Lillian C. McDermott, Gorazd Planinšič, D. Veža and Martin Hopf and has published in prestigious journals such as American Journal of Physics, Journal of Research in Science Teaching and Frontiers in Human Neuroscience.

In The Last Decade

Maja Planinić

28 papers receiving 815 citations

Peers

Maja Planinić

EDUCA

DEP

ECP

Ana Sušac Croatia

Patrick B. Kohl United States

David Rosengrant United States

Jouni Viiri Finland

Lana Ivanjek Croatia

Jeffrey Nunemacher United States

Sarah B. McKagan United States

Noah S. Podolefsky United States

N. G. Holmes United States

Vickie M. Williamson United States

Ana Sušac Croatia

Maja Planinić

535 ×0.9

EDUCA

217 ×0.8

DEP

304 ×1.5

ECP

90 ×1.1

57 ×1.0

Citations per year, relative to Maja Planinić Maja Planinić (= 1×) peers Ana Sušac

Countries citing papers authored by Maja Planinić

Since Specialization

Citations

This map shows the geographic impact of Maja Planinić'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 Maja Planinić with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Maja Planinić more than expected).

Fields of papers citing papers by Maja Planinić

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Maja Planinić. 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 Maja Planinić. The network helps show where Maja Planinić may publish in the future.

Co-authorship network of co-authors of Maja Planinić

This figure shows the co-authorship network connecting the top 25 collaborators of Maja Planinić. A scholar is included among the top collaborators of Maja Planinić 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 Maja Planinić. Maja Planinić is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Planinić, Maja, et al.. (2024). Effect of an inquiry-based teaching sequence on secondary school students’ understanding of wave optics. Physical Review Physics Education Research. 20(1).

Ivanjek, Lana, et al.. (2023). Probing high school students’ understanding of interference and diffraction of light using standard wave optics experiments. Physical Review Physics Education Research. 19(2). 4 indexed citations

Sušac, Ana, et al.. (2023). Effect of representation format on conceptual question performance and eye-tracking measures. Physical Review Physics Education Research. 19(2). 3 indexed citations

Sušac, Ana, et al.. (2023). Linking information from multiple representations: an eye-tracking study. Frontiers in Education. 8. 5 indexed citations

Planinić, Maja, et al.. (2022). Development and validation of the Conceptual Survey on Wave Optics. Physical Review Physics Education Research. 18(1). 7 indexed citations

Ivanjek, Lana, et al.. (2021). Analyzing high school students’ reasoning about polarization of light. Physical Review Physics Education Research. 17(1). 8 indexed citations

Ivanjek, Lana, et al.. (2021). Exploring secondary school students’ understanding of basic phenomena relating to wave optics. Journal of Physics Conference Series. 1929(1). 12007–12007. 2 indexed citations

Ivanjek, Lana, Peter S. Shaffer, Maja Planinić, & Lillian C. McDermott. (2020). Probing student understanding of spectra through the use of a typical experiment used in teaching introductory modern physics. Physical Review Physics Education Research. 16(1). 3 indexed citations

Sušac, Ana, Maja Planinić, Andreja Bubić, Lana Ivanjek, & Marijan Palmović. (2020). Student recognition of interference and diffraction patterns: An eye-tracking study. Physical Review Physics Education Research. 16(2). 15 indexed citations

10.

Planinić, Maja, William J. Boone, Ana Sušac, & Lana Ivanjek. (2019). Rasch analysis in physics education research: Why measurement matters. Physical Review Physics Education Research. 15(2). 106 indexed citations

11.

Sušac, Ana, et al.. (2018). Student understanding of graph slope and area under a graph: A comparison of physics and nonphysics students. Physical Review Physics Education Research. 14(2). 47 indexed citations

12.

Ivanjek, Lana, et al.. (2016). Student reasoning about graphs in different contexts. Physical Review Physics Education Research. 12(1). 53 indexed citations

13.

Ivanjek, Lana, Peter S. Shaffer, Lillian C. McDermott, Maja Planinić, & D. Veža. (2015). Research as a guide for curriculum development: An example from introductory spectroscopy. II. Addressing student difficulties with atomic emission spectra. American Journal of Physics. 83(2). 171–178. 12 indexed citations

14.

Sušac, Ana, et al.. (2014). Development of abstract mathematical reasoning: the case of algebra. Frontiers in Human Neuroscience. 8. 679–679. 31 indexed citations

15.

Vecchiato, Giovanni, Ana Sušac, Fabrizio De Vico Fallani, et al.. (2012). High-Resolution EEG Analysis of Power Spectral Density Maps and Coherence Networks in a Proportional Reasoning Task. Brain Topography. 26(2). 303–314. 16 indexed citations

16.

Planinić, Maja, Lana Ivanjek, & Ana Sušac. (2010). Rasch model based analysis of the Force Concept Inventory. Physical Review Special Topics - Physics Education Research. 6(1). 70 indexed citations

17.

Planinić, Maja. (2009). Interaktivni načini poučavanja fizike. 17. 1 indexed citations

18.

Planinić, Maja. (2006). Assessment of difficulties of some conceptual areas from electricity and magnetism using the Conceptual Survey of Electricity and Magnetism. American Journal of Physics. 74(12). 1143–1148. 42 indexed citations

19.

Planinić, Maja, et al.. (2005). Exploring alternative conceptions from Newtonian dynamics and simple DC circuits: Links between item difficulty and item confidence. Journal of Research in Science Teaching. 43(2). 150–171. 38 indexed citations

20.

Ilijić, Saša, et al.. (1998). An abundance analysis for Vega: Is it a lambda Boo star?. Contributions of the Astronomical Observatory Skalnaté Pleso. 27(3). 467–469. 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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