e-mail Serkan
YILMAZ
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Articles / Books /
Book Chapters / Reviews:
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1) Yilmaz,
S. (2019). Assessment in Secondary Education (Turkey). In Bloomsbury
Education and Childhood Studies. London: Bloomsbury Academic. Retrieved
September 23, 2019, from http://dx.doi.org/10.5040
/9781474209458.0004
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2) Çapkınoğlu, E., & Yılmaz, S. (2018). Examining the
Data Component Used by Seventh Grade Students in Arguments Related to Local
Socioscientific Issues. Education and
Science, 43(196), 125–149. doi:
10.15390/EB.2018.7205
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3) Kaya,
G., & Yilmaz, S. (2016). The
impact of open inquiry based learning on students’ achievement and
development of science process skills. Hacettepe
University Journal of Education, 31(2),
300–318. doi:
10.16986/HUJE. 2016016811
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4)
Pekbay,
C., & Yilmaz, S. (2015). The
effect of explicit-reflective and historical approach on preservice
elementary teachers’ views of nature of science. International Journal of Progressive Education, 11(1), 113–131.
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5)
Sarı-Ay, Ö.,
& Yilmaz, S. (2015). Effects
of virtual experiments oriented science Instruction on students’
achievement and attitude. Elementary
Education Online, 14(2),
609–620. doi: 10.17051/io.2015.25820
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6) Seckin, M., & Yilmaz, S. (2014). Effect of case
study method on preservice teachers' anxieties toward chemistry laboratory.
Hacettepe University Journal of
Education, 29(2), 215–227.
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7)
Yilmaz, S.
(2013). [Book Review: Experimental
designs: Pretest-posttest control group design and data analysis (2nd
edition). Author: Şener Büyüköztürk,
Pegem Akademi
Publishing. Ankara].
Elementary Education Online, 12(2), 1–3.
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8) Yilmaz, S. (Ed.), Kiray, S.
A., Bektasli, B., & Erbatur,
G. (2012). Secondary education physics 9. Ankara: Pacific Publishing. (National textbook
approved for five years by Board of Education and Discipline)
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9)
Evren, A., Bati, K., & Yilmaz,
S., (2012). The effect of
using v-diagrams in science and technology laboratory teaching on
preservice teachers’ critical thinking dispositions. Procedia-Social and Behavioral Sciences, 46, 2267–2272.
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10) Yilmaz,
S. (2011). [Book Review: Computer I-II – Basic computer skills (3rd edition). Editor: A.
Gunes, Pegem Akademi Publishing. Ankara]. Elementary Education Online, 10(1), 17–20.
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11)
Yilmaz, S., & Eryilmaz, A. (2010).
Integrating gender and group differences into bridging strategy. Journal of Science Education and
Technology, 19(4), 341–355. doi: 10.1007/s10956-010-9204-0.
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12)
Yilmaz, S.
(2010). Investigating prospective elementary teachers’ understanding of
analogical cases in Newton’s third law. Eurasian
Journal of Educational Research, 41, 201–219.
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13)
Yilmaz, S., & Eryilmaz, A. (2009). Development
of anchoring analogy diagnostics test. Hacettepe University Journal of Education, 37, 243–256.
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14)
Yilmaz, S.
(2007). Finding anchoring and
bridging analogies to help students’ misconceptions in Newton's third law.
Unpublished PhD Thesis, Middle
East Technical University, Ankara,
Turkey.
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15)
Yilmaz, S., Eryilmaz, A., & Geban, O. (2006). Assessing the
impact of bridging analogies in mechanics. School Science and Mathematics, 106(6), 220–230.
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16)
Yilmaz, S.
(2006). Analysis of preservice science teachers' attitudes toward
mechanics' concepts. Eurasian Journal of Educational Research,
24, 199–208.
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17)
Yilmaz, S.
(2005). The place of mnemonics in physics education. Contemporary Education, 30 (320), 30–37.
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18)
Yilmaz, S.
(2005). The effects of information processing model based lesson on
preservice science teachers' achievement in magnetism. Hacettepe University Journal of Education, 28, 236–243.
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19)
Yilmaz, S.
(2001). The effects of bridging
analogies on high school students’ misconceptions in mechanics. Unpublished Master Thesis, Middle East Technical
University, Ankara, Turkey.
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20)
Abak, A., Eryilmaz, A., Yilmaz, S.,
& Yilmaz, M. (2001). Effects of bridging analogies on students’
misconceptions about gravity and inertia. Hacettepe University Journal of Education, 20, 1–8.
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International
Conferences:
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1)
Kara, S., Yılmaz, S., & Kıngır,
S. (2018). The Impact of Argument-Based Inquiry Approach on Fourth
Grade Students’ Achievement in the Effects of Force Unit. European
Conference on Educational Research (ECER), Bolzano, Italy.
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2) Yilmaz, S., (2016). What can
Analogical Cases Spectrums Tell Us? Identifying the Properties. Twelfth
Congress of Qualitative Inquiry, Illinois, USA.
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3)
Yilmaz, S., (2016). Concept Cartoons or Multi-Tier Tests. The Pros and
Cons. Twelfth Congress of Qualitative Inquiry, Illinois, USA.
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4)
Capkınoglu-Yardimci, E., Yilmaz, S.,
& Leblebicioglu, G. (2016). Exploring
Students' Quality of Argumentation about Local Socio-Scientific Issues in
Different Learning Contexts. The National Association for Research in Science
Teaching (NARST), Baltimore, USA.
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5)
Yilmaz, S., (2014). Preservice Science Teachers’
Opinions related to Context Based Learning and Eligible Contexts: A
Longitudinal Study. Tenth Congress of Qualitative Inquiry, Illinois, USA.
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6)
Evren, A., Bati, K., & Yilmaz,
S., (2012). The Effect of
using v-diagrams in Science and Technology Laboratory Teaching on
Preservice Teachers’ Critical Thinking Dispositions. Procedia - Social and
Behavioral Sciences, 46, 2267–2272.
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National Conferences:
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1.
Capkinoglu,
E., & Yilmaz, S. (2016). Yerel Sosyobilimsel Konuları Farklı Veri
Kaynaklarından Öğrenen Ortaokul Öğrencilerinin Argümanlarında Kullandıkları
Veri Bileşeninin İncelenmesi
[An analysis of data components used by secondary
school students who learn local socioscientific issues from different data
sources in their arguments]. XII.
Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Karadeniz Teknik
Üniversitesi, Trabzon.
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2. Capkinoglu, E., Yilmaz, S., & Leblebicioğlu, G. (2014).
Farklı Öğrenme Ortamlarında Yerel
Sosyobilimsel Konular İçeriğinde Argümantasyon Yapan Öğrenciler Hangi
Faktörlere Göre Karar Veriyor? [According to which
factors do students, who have argumented in the
local socioscientific issues in different learning environments, decide
on?]. XI. Ulusal Fen
Bilimleri ve Matematik Eğitimi Kongresi, Çukurova Üniversitesi, Adana.
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3.
Yilmaz, S. & Eryilmaz, A. (2006).
Development of an Anchoring Analogy Diagnostic Test that will be Used in Bridging Analogies Teaching Strategy related to
Misconceptions in Newton’s Third Law. Seventh
National Science and Mathematics Education Congress, Gazi University, Ankara.
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4. Yilmaz,
S. (2004). The Effects of Information Processing Model
Based Lesson on Preservice Science Teachers' Achievement in Magnetism. Sixth National Science and Mathematics Education
Congress, Marmara University, İstanbul.
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5. Yilmaz,
S. (2004). The Place of Mnemonics in Physics Education. Sixth National Science and Mathematics Education
Congress, Marmara University, İstanbul.
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6. Yilmaz, S., Eryilmaz,
A., & Geban, Ö. (2002). The
Effects of Bridging Analogies on High School Students’ Misconceptions in
Mechanics. Fifth National Science and Mathematics
Education Congress, Middle East Technical University, Ankara.
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Theses Supervised:
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1) Alın-Uran, G. (2019). The classification of activities in
science textbooks in terms of skills related to the field (Unpublished master
thesis). Hacettepe University, Graduate School of Educational Sciences,
Ankara.
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2)
Ergunt, E.
(2019). The impact of different data
sources used in various socioscientific issues on the quality of formed
argumentations and science achievement (Unpublished master thesis). Hacettepe
University, Graduate School of Educational Sciences, Ankara.
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3)
Çapkınoğlu,
E. (2015). Investigating the quality
of argumentations formed by seventh grade students and factors considered
in their decision making in the context of local socioscientific issues
(Unpublished doctoral dissertation). Hacettepe University, Graduate School
of Educational Sciences, Ankara.
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4)
Atılğanlar,
N. (2014). The impact of concept
cartoons on seventh grade students’ misconceptions about simple electric
circuits (Unpublished master thesis). Hacettepe University, Graduate
School of Educational Sciences, Ankara.
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Projects:
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AFP 99.05.01.05
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