Silvija Markic

538 total citations
20 papers, 345 citations indexed

About

Silvija Markic is a scholar working on Education, Developmental and Educational Psychology and General Agricultural and Biological Sciences. According to data from OpenAlex, Silvija Markic has authored 20 papers receiving a total of 345 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 10 papers in Developmental and Educational Psychology and 3 papers in General Agricultural and Biological Sciences. Recurrent topics in Silvija Markic's work include Science Education and Pedagogy (12 papers), Educational Strategies and Epistemologies (8 papers) and Education Methods and Technologies (6 papers). Silvija Markic is often cited by papers focused on Science Education and Pedagogy (12 papers), Educational Strategies and Epistemologies (8 papers) and Education Methods and Technologies (6 papers). Silvija Markic collaborates with scholars based in Germany, Austria and Georgia. Silvija Markic's co-authors include Ingo Eilks, Peter Childs, Simone Abels, Nicos Valanides, Katharina Weitz, Rachel Mamlok‐Naaman, Muhamad Hugerat, Avi Hofstein, Jan van Driel and Bernd Ralle and has published in prestigious journals such as SHILAP Revista de lepidopterología, International Journal of Science Education and Journal of Chemical Education.

In The Last Decade

Silvija Markic

20 papers receiving 321 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Silvija Markic Germany 11 286 152 29 28 26 20 345
Funda Savaşçi Türkiye 7 226 0.8× 81 0.5× 20 0.7× 15 0.5× 29 1.1× 16 285
Betül Demırdöğen Türkiye 12 322 1.1× 171 1.1× 38 1.3× 27 1.0× 37 1.4× 31 368
Irit Sadeh Israel 5 271 0.9× 102 0.7× 12 0.4× 14 0.5× 29 1.1× 8 328
Janet Carlson Powell United States 5 296 1.0× 116 0.8× 25 0.9× 54 1.9× 23 0.9× 9 366
Arthur N. Geddis Canada 8 364 1.3× 160 1.1× 58 2.0× 32 1.1× 32 1.2× 9 417
Kongju Mun South Korea 7 227 0.8× 96 0.6× 21 0.7× 32 1.1× 17 0.7× 17 279
Abdullateef H. Haidar United Arab Emirates 7 333 1.2× 175 1.2× 18 0.6× 24 0.9× 58 2.2× 9 355
Pınar Seda Çetin Türkiye 14 497 1.7× 305 2.0× 22 0.8× 10 0.4× 52 2.0× 37 537
Rodney B. Thiele Australia 9 315 1.1× 169 1.1× 28 1.0× 22 0.8× 39 1.5× 12 348
Diane Silva Pimentel United States 4 420 1.5× 286 1.9× 36 1.2× 27 1.0× 24 0.9× 7 461

Countries citing papers authored by Silvija Markic

Since Specialization
Citations

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

Fields of papers citing papers by Silvija Markic

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Silvija Markic

This figure shows the co-authorship network connecting the top 25 collaborators of Silvija Markic. A scholar is included among the top collaborators of Silvija Markic 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 Silvija Markic. Silvija Markic 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.
Markic, Silvija & Simone Abels. (2016). Science Education towards Inclusion. 13 indexed citations
2.
Markic, Silvija & Peter Childs. (2016). Language and the teaching and learning of chemistry. Chemistry Education Research and Practice. 17(3). 434–438. 56 indexed citations
3.
Weitz, Katharina, et al.. (2015). A Non-Formal Student Laboratory as a Place for Innovation in Education for Sustainability for All Students. Education Sciences. 5(3). 238–254. 29 indexed citations
4.
Markic, Silvija, et al.. (2015). One country, two cultures – a multi-perspective view on Israeli chemistry teachers’ beliefs about teaching and learning. Teachers and Teaching. 22(2). 131–147. 15 indexed citations
5.
Markic, Silvija & Simone Abels. (2014). Heterogeneity and Diversity: A Growing Challenge or Enrichment for Science Education in German Schools?. Eurasia Journal of Mathematics Science and Technology Education. 10(4). 28 indexed citations
6.
Markic, Silvija. (2014). Heterogeneity – Challenge and/or Opportunity in Science Education?. SHILAP Revista de lepidopterología. 2(2). 32–47. 3 indexed citations
7.
Markic, Silvija, et al.. (2013). A Broad View on Georgian Science Teachers' and Science Student Teachers' Beliefs about Teaching and Learning. Eurasia Journal of Mathematics Science and Technology Education. 9(2). 1 indexed citations
8.
Markic, Silvija, et al.. (2012). Jordanian chemistry teachers' views on teaching practices and educational reform. Chemistry Education Research and Practice. 13(3). 314–324. 10 indexed citations
9.
Markic, Silvija, et al.. (2012). The Self-efficacy of Pre-service Elementary Teachers Using Cooperative Learning in Science Teaching. Procedia - Social and Behavioral Sciences. 46. 5005–5009. 5 indexed citations
10.
Eilks, Ingo, et al.. (2012). Trends in Practical Work in German Science Education. Eurasia Journal of Mathematics Science and Technology Education. 8(1). 28 indexed citations
11.
Markic, Silvija & Ingo Eilks. (2011). A Comparison of Student Teachers' Beliefs from Four Different Science Teaching Domains Using a Mixed Methods Design. International Journal of Science Education. 34(4). 589–608. 24 indexed citations
12.
Eilks, Ingo & Silvija Markic. (2011). Effects of a Long-TermParticipatory Action ResearchProject on Science Teachers’Professional Development. Eurasia Journal of Mathematics Science and Technology Education. 7(3). 56 indexed citations
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15.
Markic, Silvija, Ingo Eilks, Jan van Driel, & Bernd Ralle. (2009). Vorstellungen deutscher Chemielehrkräfte über die Bedeutung und Ausrichtung des Chemielernens. CHEMKON. 16(2). 90–95. 2 indexed citations
16.
Markic, Silvija & Ingo Eilks. (2008). Unterrichtsbezogene Vorstellungen von Lehramtsstudierenden der Chemie am Beginn ihres Studiums und ihre Einordnung. CHEMKON. 15(2). 69–74. 4 indexed citations
17.
Eilks, Ingo, Silvija Markic, & Nicos Valanides. (2008). Developing a Tool to EvaluateDifferences in Beliefs AboutScience Teaching and LearningAmong Freshman Science StudentTeachers from Different ScienceTeaching Domains: A Case Study. Eurasia Journal of Mathematics Science and Technology Education. 4(2). 31 indexed citations
18.
Markic, Silvija & Ingo Eilks. (2007). Vorstellungen von Lehramtsstudierenden der Physik über Physikunterricht zu Beginn ihres Studiums und ihre Einordnung. 2(6). 31–42. 3 indexed citations
19.
Markic, Silvija, Nicos Valanides, & Ingo Eilks. (2006). Freshman Science Student Teachers' Beliefs on Science Teaching and Learning - A Mixed Methods Study. 8 indexed citations
20.
Markic, Silvija & Ingo Eilks. (2005). First-year Science Student Teachers' Images of Science Teaching in Germany. 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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