Saša A. Glažar

714 total citations
26 papers, 492 citations indexed

About

Saša A. Glažar is a scholar working on Education, Developmental and Educational Psychology and Physical and Theoretical Chemistry. According to data from OpenAlex, Saša A. Glažar has authored 26 papers receiving a total of 492 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 11 papers in Developmental and Educational Psychology and 6 papers in Physical and Theoretical Chemistry. Recurrent topics in Saša A. Glažar's work include Science Education and Pedagogy (19 papers), Educational Strategies and Epistemologies (8 papers) and Various Chemistry Research Topics (6 papers). Saša A. Glažar is often cited by papers focused on Science Education and Pedagogy (19 papers), Educational Strategies and Epistemologies (8 papers) and Various Chemistry Research Topics (6 papers). Saša A. Glažar collaborates with scholars based in Slovenia, Bosnia and Herzegovina and United Kingdom. Saša A. Glažar's co-authors include Iztok Devetak, Janez Vogrinc, Rod Watson, Dejan Dinevski, Margareta Vrtačnik, Nataša Vaupotič and Mojca Čepič and has published in prestigious journals such as Expert Systems with Applications, International Journal of Science Education and Journal of Chemical Education.

In The Last Decade

Saša A. Glažar

24 papers receiving 438 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Saša A. Glažar Slovenia 11 401 189 99 70 52 26 492
Iztok Devetak Slovenia 11 307 0.8× 138 0.7× 64 0.6× 79 1.1× 46 0.9× 46 416
Gökhan Demircioğlu Türkiye 11 432 1.1× 149 0.8× 68 0.7× 37 0.5× 28 0.5× 39 487
Emine Adadan Türkiye 13 478 1.2× 182 1.0× 61 0.6× 43 0.6× 43 0.8× 24 546
Bayram Çoştu Türkiye 17 693 1.7× 214 1.1× 86 0.9× 40 0.6× 44 0.8× 77 785
A. L. Chandrasegaran Australia 18 833 2.1× 303 1.6× 164 1.7× 95 1.4× 60 1.2× 28 936
Ozcan Gulacar United States 12 274 0.7× 101 0.5× 54 0.5× 52 0.7× 35 0.7× 38 397
Suat Ünal Türkiye 10 374 0.9× 125 0.7× 68 0.7× 25 0.4× 34 0.7× 31 426
Helge Strömdahl Sweden 12 299 0.7× 163 0.9× 46 0.5× 56 0.8× 32 0.6× 24 405
Kim Chwee Daniel Tan Singapore 12 571 1.4× 261 1.4× 182 1.8× 34 0.5× 44 0.8× 33 640
Shirly Avargil Israel 12 374 0.9× 197 1.0× 83 0.8× 53 0.8× 37 0.7× 22 511

Countries citing papers authored by Saša A. Glažar

Since Specialization
Citations

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

Fields of papers citing papers by Saša A. Glažar

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Saša A. Glažar. 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 Saša A. Glažar. The network helps show where Saša A. Glažar may publish in the future.

Co-authorship network of co-authors of Saša A. Glažar

This figure shows the co-authorship network connecting the top 25 collaborators of Saša A. Glažar. A scholar is included among the top collaborators of Saša A. Glažar 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 Saša A. Glažar. Saša A. Glažar 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.
Glažar, Saša A., et al.. (2023). The effects of E-learning units on 13-14-year-old students’ misconceptions regarding some elementary chemical concepts. Journal of the Serbian Chemical Society. 88(4). 451–465.
2.
Devetak, Iztok & Saša A. Glažar. (2021). Applying Bio-Measurements Methodologies in Science Education Research. 2 indexed citations
3.
4.
Glažar, Saša A., et al.. (2018). FOURTEEN-YEAR-OLD STUDENTS' MISCONCEPTIONS REGARDING THE SUB-MICRO AND SYMBOLIC LEVELS OF SPECIFIC CHEMICAL CONCEPTS. Journal of Baltic Science Education. 17(4). 620–632. 12 indexed citations
5.
Devetak, Iztok, et al.. (2017). IDENTIFICATION OF THE UNDERSTANDING OF THE STATES OF MATTER OF WATER AND AIR AMONG SLOVENIAN STUDENTS AGED 12, 14 AND 16 YEARS THROUGH SOLVING AUTHENTIC TASKS. Journal of Baltic Science Education. 16(3). 308–323. 8 indexed citations
6.
Glažar, Saša A., et al.. (2017). Percepcije učenika o uporabi mrežno potpomognutih materijala za poučavanje osnovnih kemijskih pojmova. Kemija u industriji. 66(7-8). 411–416.
7.
Devetak, Iztok, et al.. (2015). Submicroscopic representations as a tool for evaluating students' chemical conceptions. Repository of the University of Ljubljana (University of Ljubljana). 10 indexed citations
8.
Glažar, Saša A., et al.. (2012). Impact of Experiments on 13-year-oldPupils’ Understanding of SelectedScience Concepts. Eurasia Journal of Mathematics Science and Technology Education. 8(3). 9 indexed citations
9.
Vaupotič, Nataša, et al.. (2011). Slovenian Pre-Service Teachers’Conceptions about Liquid Crystals. Eurasia Journal of Mathematics Science and Technology Education. 7(3). 3 indexed citations
10.
Devetak, Iztok, Janez Vogrinc, & Saša A. Glažar. (2010). States of matter explanations in Slovenian textbooks for students aged 6 to 14. The International Journal of Environmental and Science Education. 5(2). 217–235. 17 indexed citations
11.
Devetak, Iztok, et al.. (2010). The Influence of Different Models on 15-years-old Students' Understanding of the Solid State of Matter.. PubMed. 57(4). 904–11. 9 indexed citations
12.
Devetak, Iztok & Saša A. Glažar. (2009). The Influence of 16‐year‐old Students’ Gender, Mental Abilities, and Motivation on their Reading and Drawing Submicrorepresentations Achievements. International Journal of Science Education. 32(12). 1561–1593. 26 indexed citations
13.
Devetak, Iztok, et al.. (2009). Comparing Slovenian year 8 and year 9 elementary school pupils’ knowledge of electrolyte chemistry and their intrinsic motivation. Chemistry Education Research and Practice. 10(4). 281–290. 31 indexed citations
14.
Devetak, Iztok, Janez Vogrinc, & Saša A. Glažar. (2008). Assessing 16-Year-Old Students’ Understanding of Aqueous Solution at Submicroscopic Level. Research in Science Education. 39(2). 157–179. 72 indexed citations
15.
Devetak, Iztok, et al.. (2007). Intrinsic Motivation of Pre‐service Primary School Teachers for Learning Chemistry in Relation to their Academic Achievement. International Journal of Science Education. 30(2). 285–285. 1 indexed citations
16.
Watson, Rod, et al.. (2005). The development of the concept of ‘matter’: a cross‐age study of how children describe materials. International Journal of Science Education. 27(3). 367–383. 33 indexed citations
17.
Glažar, Saša A., et al.. (2001). "Experiment with a Candle" without a Candle. Journal of Chemical Education. 78(7). 914–914. 6 indexed citations
18.
Glažar, Saša A., et al.. (1998). Primary School Children's Understanding of Municipal Waste Processing. Environmental Education Research. 4(3). 299–308. 17 indexed citations
19.
Watson, Rod, et al.. (1998). Survey of research related to the development of the concept of ‘matter’. International Journal of Science Education. 20(3). 257–289. 90 indexed citations
20.
Glažar, Saša A., et al.. (1992). Design of an expert system for water pollution determination/prevention. Expert Systems with Applications. 5(3-4). 403–410. 3 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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