| Software Socrative and smartphones as tools for implementation of basic processes of active physics learning in classroom: An initial feasibility study with prospective teachers D Méndez-Coca, J Slisko European Journal of Physics Education 4 (2), 17-24, 2013 | 239 | 2013 |
| Influence of three different methods of teaching physics on the gain in students' development of reasoning M Marušić, J Sliško International Journal of Science Education 34 (2), 301-326, 2012 | 102 | 2012 |
| The role of scientific terminology in research and teaching: is something important missing? J Slisko, DI Dykstra Jr Journal of Research in Science Teaching: The Official Journal of the …, 1997 | 64 | 1997 |
| On approximate formulas for the electrostatic force between two conducting spheres J Sliško, RA Brito-Orta American Journal of Physics 66 (4), 352-355, 1998 | 50 | 1998 |
| Applying a predict–observe–explain sequence in teaching of buoyant force J Radovanović, J Sliško Physics Education 48 (1), 28, 2013 | 49 | 2013 |
| Hands-on experiences with buoyant-less water J Sliško, G Planinšič Physics Education 45 (3), 292, 2010 | 30 | 2010 |
| Partially specified physics problems: university students' attitudes and performance M Marušić, N Erceg, J Sliško European journal of physics 32 (3), 711, 2011 | 27 | 2011 |
| La dificultad comprensiva de los textos de ciencias. Nuevas alternativas para un viejo problema educativo J Slisko Educational Psychology 6 (1), 7-26, 2000 | 27 | 2000 |
| Students' strategies for solving partially specified physics problems N Erceg, M Marusic, J Slisko Revista mexicana de física E 57 (1), 44-50, 2011 | 24 | 2011 |
| Simplifications and idealizations in high school physics in Mechanics: a study of Slovenian curriculum and textbooks M Forjan, J Sliško European Journal of Physics Education 5 (3), 20-31, 2017 | 20 | 2017 |
| Many high-school students don't want to study physics: active learning experiences can change this negative attitude! M Marušić, J Sliško Revista Brasileira de Ensino de Física 34, 1-11, 2012 | 20 | 2012 |
| Freely rising bottle of water also demonstrates weightlessness A Corona, J Slisko, G Planinsic Physics Education 41 (3), 208, 2006 | 20 | 2006 |
| Understanding elementary students’ argumentation skills through discrepant event “marbles in the jar” B Akarsu, K Bayram, J Slisko, AC Cruz International Journal of Scientific Research in Education 6 (3), 221-232, 2013 | 19 | 2013 |
| Effects of two different types of physics learning on the results of CLASS test M Marušić, J Sliško Physical Review Special Topics-Physics Education Research 8 (1), 010107, 2012 | 19 | 2012 |
| Fen ve teknoloji öğretmenlerinin argümantasyon tabanlı bilim öğrenme becerileri İA KARİPER, B Akarsu, J Slisko, A Corona, J Radovanovic Erciyes Üniversitesi Fen Bilimleri Enstitüsü Fen Bilimleri Dergisi 30 (3 …, 2014 | 18 | 2014 |
| High-school students believe school physics helps in developing logical but not creative thinking: Active learning can change this idea M Marušić, J Sliško European Journal of Physics Education 5 (4), 30-41, 2017 | 17 | 2017 |
| Students' Experiences in Learning Physics: Active Learning Methods and Traditional Teaching. M Marusic, J Slisko Latin-American Journal Of Physics Education 8 (4), 32, 2014 | 17 | 2014 |
| The influence of active physics learning on reasoning skills of prospective elementary teachers: A short initial study with ISLE methodology. DM Coca, J Slisko Latin-American Journal of Physics Education 7 (1), 2013 | 17 | 2013 |
| Physics or Fantasy?. J Slisko, A Krokhin Physics Teacher 33 (4), 210-12, 1995 | 15* | 1995 |
| The pulley analogy does not work for every siphon G Planinšič, J Sliško Physics Education 45 (4), 356, 2010 | 13 | 2010 |
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