Vesna Ferk Savec

570 total citations
29 papers, 344 citations indexed

About

Vesna Ferk Savec is a scholar working on Education, Developmental and Educational Psychology and Physical and Theoretical Chemistry. According to data from OpenAlex, Vesna Ferk Savec has authored 29 papers receiving a total of 344 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 8 papers in Physical and Theoretical Chemistry. Recurrent topics in Vesna Ferk Savec's work include Science Education and Pedagogy (9 papers), Educational Strategies and Epistemologies (8 papers) and Various Chemistry Research Topics (8 papers). Vesna Ferk Savec is often cited by papers focused on Science Education and Pedagogy (9 papers), Educational Strategies and Epistemologies (8 papers) and Various Chemistry Research Topics (8 papers). Vesna Ferk Savec collaborates with scholars based in Slovenia, Finland and Chile. Vesna Ferk Savec's co-authors include Margareta Vrtačnik, Andrej Blejec, Stanislav Avsec, Iztok Devetak, Cirila Peklaj, Gregor Torkar, Maija Aksela, Boštjan Šumiga, Päivi Kousa and John K. Gilbert and has published in prestigious journals such as Sustainability, International Journal of Science Education and Roeper Review.

In The Last Decade

Vesna Ferk Savec

28 papers receiving 312 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Vesna Ferk Savec Slovenia 10 229 102 70 56 38 29 344
Cary A. Supalo United States 13 165 0.7× 49 0.5× 24 0.3× 68 1.2× 49 1.3× 23 414
Eun‐Mi Yang United States 4 279 1.2× 197 1.9× 94 1.3× 28 0.5× 31 0.8× 10 379
Xornam S. Apedoe United States 9 290 1.3× 124 1.2× 42 0.6× 6 0.1× 38 1.0× 19 455
Jennifer Wilhelm United States 12 395 1.7× 146 1.4× 48 0.7× 4 0.1× 35 0.9× 43 483
Emine Adadan Türkiye 13 478 2.1× 182 1.8× 43 0.6× 61 1.1× 32 0.8× 24 546
Hasan Özgür Kapıcı Türkiye 10 247 1.1× 92 0.9× 43 0.6× 8 0.1× 68 1.8× 34 346
Sevgi Aydın Türkiye 14 558 2.4× 231 2.3× 13 0.2× 32 0.6× 58 1.5× 52 642
Danielle E. Kaplan United States 7 279 1.2× 190 1.9× 73 1.0× 4 0.1× 58 1.5× 18 442
Filocha Haslam Australia 5 344 1.5× 157 1.5× 51 0.7× 27 0.5× 11 0.3× 8 416
Adrian Madsen United States 8 290 1.3× 132 1.3× 135 1.9× 6 0.1× 9 0.2× 18 411

Countries citing papers authored by Vesna Ferk Savec

Since Specialization
Citations

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

Fields of papers citing papers by Vesna Ferk Savec

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Vesna Ferk Savec. 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 Vesna Ferk Savec. The network helps show where Vesna Ferk Savec may publish in the future.

Co-authorship network of co-authors of Vesna Ferk Savec

This figure shows the co-authorship network connecting the top 25 collaborators of Vesna Ferk Savec. A scholar is included among the top collaborators of Vesna Ferk Savec 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 Vesna Ferk Savec. Vesna Ferk Savec 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.
Savec, Vesna Ferk, et al.. (2024). The Role of AI Implementation in Higher Education in Achieving the Sustainable Development Goals: A Case Study from Slovenia. Sustainability. 17(1). 183–183. 8 indexed citations
2.
Podgornik, Bojana Boh, et al.. (2022). The Students’ Perceptions Using 3DChemMol Molecular Editor for Construction and Editing of Molecular Models. Acta chimica slovenica. 69(1). 167–186.
3.
Avsec, Stanislav & Vesna Ferk Savec. (2021). PREDICTIVE MODELLING OF PRE-SERVICE SCIENCE AND TECHNOLOGY TEACHERS’ INNOVATIVE BEHAVIOUR. Journal of Baltic Science Education. 20(2). 171–183. 9 indexed citations
4.
Savec, Vesna Ferk, et al.. (2021). Experimental Work in Science Education from Green Chemistry Perspectives: A Systematic Literature Review Using PRISMA. Sustainability. 13(23). 12977–12977. 20 indexed citations
5.
Avsec, Stanislav & Vesna Ferk Savec. (2021). Pre-Service Teachers’ Perceptions of, and Experiences with, Technology-Enhanced Transformative Learning towards Education for Sustainable Development. Sustainability. 13(18). 10443–10443. 17 indexed citations
6.
Savec, Vesna Ferk. (2020). The opportunities and challenges for ICT in science education. 1(1). 1–1. 1 indexed citations
7.
Devetak, Iztok & Vesna Ferk Savec. (2020). Chemical Education Research in Slovenia after 1991: A Systematic Review. Center for Educational Policy Studies Journal. 10(1). 9–36. 1 indexed citations
8.
Kousa, Päivi, Maija Aksela, & Vesna Ferk Savec. (2018). PRE-SERVICE TEACHERS´ BELIEFS ABOUT THE BENEFITS AND CHALLENGES OF STSE BASED SCHOOL-INDUSTRY COLLABORATION AND PRACTICES IN SCIENCE EDUCATION. Journal of Baltic Science Education. 17(6). 1034–1045. 8 indexed citations
9.
Torkar, Gregor, et al.. (2018). Science and Technology Education in Slovenian Compulsory Basic School: Possibilities for Gifted Education. Roeper Review. 40(2). 139–150. 7 indexed citations
10.
Savec, Vesna Ferk, et al.. (2017). Prospective chemistry teachers’ perceptions of their profession: The state of the art in Slovenia and Finland. Journal of the Serbian Chemical Society. 82(10). 1193–1210. 6 indexed citations
11.
Savec, Vesna Ferk, et al.. (2017). INFORMATIONAL VALUE OF SUBMICROSCOPIC REPRESENTATIONS IN SLOVENIAN CHEMISTRY TEXTBOOK SETS. Journal of Baltic Science Education. 16(5). 694–705. 2 indexed citations
12.
Savec, Vesna Ferk, et al.. (2017). Development of Chemistry Pre-Service Teachers During Practical Pedagogical Training: Self-Evaluation Vs. Evaluation by School Mentors. Acta chimica slovenica. 64(1). 63–72. 5 indexed citations
13.
Peklaj, Cirila, et al.. (2017). Effectiveness of Student Learning during Experimental Work in Primary School. Acta chimica slovenica. 64(3). 661–671. 13 indexed citations
14.
Savec, Vesna Ferk. (2017). The opportunities and challenges for ICT in science education. LUMAT International Journal on Math Science and Technology Education. 5(1). 12–22. 11 indexed citations
15.
Savec, Vesna Ferk, et al.. (2016). Beyond the use of an Explanatory Key Accompanying Submicroscopic Representations. Acta chimica slovenica. 63(4). 864–873. 13 indexed citations
16.
Savec, Vesna Ferk, et al.. (2013). Bridging the Gap between Educational Research and School Practice through Cooperation of University and Primary School Teachers. Procedia - Social and Behavioral Sciences. 106. 576–584. 7 indexed citations
17.
Šumiga, Boštjan, et al.. (2011). Production of Melamine-Formaldehyde PCM Microcapsules with Ammonia Scavenger used for Residual Formaldehyde Reduction.. PubMed. 58(1). 14–25. 22 indexed citations
18.
Vrtačnik, Margareta, et al.. (2010). Motivational profiles of slovenian high school students and their academic performance outcomes.. PubMed. 57(3). 733–40. 2 indexed citations
19.
Savec, Vesna Ferk, Margareta Vrtačnik, John K. Gilbert, & Cirila Peklaj. (2006). In-service and pre-service teachers' opinion on the use of models in teaching chemistry. Acta chimica slovenica. 53(3). 381–390. 8 indexed citations
20.
Vrtačnik, Margareta, et al.. (2000). The Impact of Visualisation on the Quality of Chemistry Knowledge.. Informatica (slovenia). 24. 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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