Maria Berge

597 total citations
35 papers, 354 citations indexed

About

Maria Berge is a scholar working on Education, Sociology and Political Science and Media Technology. According to data from OpenAlex, Maria Berge has authored 35 papers receiving a total of 354 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Education, 9 papers in Sociology and Political Science and 8 papers in Media Technology. Recurrent topics in Maria Berge's work include Science Education and Pedagogy (10 papers), Engineering Education and Curriculum Development (7 papers) and Career Development and Diversity (5 papers). Maria Berge is often cited by papers focused on Science Education and Pedagogy (10 papers), Engineering Education and Curriculum Development (7 papers) and Career Development and Diversity (5 papers). Maria Berge collaborates with scholars based in Sweden, United Kingdom and Canada. Maria Berge's co-authors include Anna Danielsson, Eva Silfver, Åke Ingerman, Johanna Lönngren, Allison J. Gonsalves, Heather Mendick, Tom Adawi, Malena Lidar, Shirley Booth and Alexandra Weilenmann and has published in prestigious journals such as SHILAP Revista de lepidopterología, Science Education and New Media & Society.

In The Last Decade

Maria Berge

31 papers receiving 330 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Maria Berge Sweden 12 191 64 59 58 52 35 354
Daniel Z. Grunspan United States 8 188 1.0× 89 1.4× 68 1.2× 26 0.4× 99 1.9× 13 406
Renee Michelle Goertzen United States 10 253 1.3× 114 1.8× 42 0.7× 63 1.1× 33 0.6× 20 375
Casey Shapiro United States 7 223 1.2× 144 2.3× 34 0.6× 32 0.6× 49 0.9× 13 426
Jeff Jawitz South Africa 12 346 1.8× 42 0.7× 46 0.8× 92 1.6× 33 0.6× 27 492
Eva Silfver Sweden 11 203 1.1× 54 0.8× 69 1.2× 23 0.4× 33 0.6× 21 325
Matilde Sánchez‐Peña United States 8 141 0.7× 99 1.5× 70 1.2× 65 1.1× 48 0.9× 29 352
Brandon I. Collier-Reed South Africa 12 234 1.2× 28 0.4× 25 0.4× 87 1.5× 33 0.6× 22 380
Marc Levis‐Fitzgerald United States 9 314 1.6× 136 2.1× 32 0.5× 38 0.7× 54 1.0× 21 516
Meg Escudé United States 7 180 0.9× 52 0.8× 78 1.3× 24 0.4× 31 0.6× 8 454
Kareen Ror Malone United States 8 122 0.6× 117 1.8× 55 0.9× 19 0.3× 121 2.3× 26 353

Countries citing papers authored by Maria Berge

Since Specialization
Citations

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

Fields of papers citing papers by Maria Berge

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Maria Berge

This figure shows the co-authorship network connecting the top 25 collaborators of Maria Berge. A scholar is included among the top collaborators of Maria Berge 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 Maria Berge. Maria Berge 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.
Berge, Maria & Per Anderhag. (2025). The Role of Joking for Learning Science: An Exploration of Spontaneous Humour in Two Physics Education Settings. Science & Education. 34(4). 2331–2352. 1 indexed citations
2.
Lönngren, Johanna, Alberto Bellocchi, Maria Berge, et al.. (2024). Emotions in engineering education: A configurative meta‐synthesis systematic review. Journal of Engineering Education. 113(4). 1287–1326. 11 indexed citations
3.
Berge, Maria, et al.. (2024). Geek nostalgia: The reflective and restorative defence of white male geek culture. New Media & Society. 27(7). 3848–3866. 1 indexed citations
4.
Berge, Maria, et al.. (2022). Learning norms of science through laughter: a study of humour in life science supervision. International Journal of Science Education. 44(10). 1680–1699. 7 indexed citations
5.
Silfver, Eva, Allison J. Gonsalves, Anna Danielsson, & Maria Berge. (2021). Gender equality as a resource and a dilemma: interpretative repertoires in engineering education in Sweden. Gender and Education. 34(8). 923–939. 7 indexed citations
6.
Berge, Maria, et al.. (2021). Diversity in sex and relationship education – limitations and possibilities in Swedish biology textbooks. Sex Education. 22(5). 521–537. 6 indexed citations
7.
Danielsson, Anna & Maria Berge. (2020). Using Video-Diaries in Educational Research Exploring Identity: Affordances and Constraints. International Journal of Qualitative Methods. 19. 11 indexed citations
8.
Lönngren, Johanna, Tom Adawi, & Maria Berge. (2020). “I don’t want to be influenced by emotions”—Engineering students’ emotional positioning in discussions about wicked sustainability problems. DiVA at Umeå University (Umeå University). 1–5. 11 indexed citations
9.
Berge, Maria, et al.. (2020). Contextualizing technology: Between gender pluralization and class reproduction. Science Education. 104(4). 693–713. 11 indexed citations
10.
Berge, Maria, Anna Danielsson, & Malena Lidar. (2019). Storylines in the physics teaching content of an upper secondary school classroom. Research in Science & Technological Education. 38(1). 63–83. 14 indexed citations
11.
Lidar, Malena, Anna Danielsson, & Maria Berge. (2018). What Is Construed as Relevant Knowledge in Physics Teaching? Similarities and Differences in How Knowledge and Power Are Staged in Three Lower Secondary Classrooms. Research in Science Education. 50(3). 1167–1186. 4 indexed citations
12.
Danielsson, Anna, Maria Berge, & Malena Lidar. (2017). Knowledge and power in the technology classroom: a framework for studying teachers and students in action. Cultural Studies of Science Education. 13(1). 163–184. 9 indexed citations
13.
Berge, Maria, et al.. (2017). Experiencing variation: learning opportunities in doctoral supervision. Instructional Science. 45(6). 805–826. 12 indexed citations
14.
Berge, Maria & Åke Ingerman. (2016). Multiple theoretical lenses as an analytical strategy in researching group discussions. Research in Science & Technological Education. 35(1). 42–57. 11 indexed citations
15.
Berge, Maria & Alexandra Weilenmann. (2014). Learning about friction: group dynamics in engineering students’ work with free body diagrams. European Journal of Engineering Education. 39(6). 601–616. 8 indexed citations
16.
Airey, John & Maria Berge. (2014). Music and physics don’t mix! : What the humorous misuse of disciplinary-specific semiotic resources can tell us about disciplinary boundaries.. KTH Publication Database DiVA (KTH Royal Institute of Technology). 21. 1 indexed citations
17.
Berge, Maria & Åke Ingerman. (2013). Triple vision in different theoretical spaces – exploring physics jokes in small group discussions in engineering education. Chalmers Research (Chalmers University of Technology).
18.
Berge, Maria, et al.. (2013). I’m just thinking - How learning opportunities are created in doctoral supervision. Research at the University of Copenhagen (University of Copenhagen). 1 indexed citations
19.
Berge, Maria & Tom Adawi. (2012). Comparing group and individual problem solving: A case study from Newtonian mechanics.. Chalmers Publication Library (Chalmers University of Technology). 1 indexed citations
20.
Ingerman, Åke & Maria Berge. (2011). Learning science in groups – a multianalytical perspective on constituting and participating in spaces of learning. Chalmers Publication Library (Chalmers University of Technology). 1 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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