PUBLICATIONS

 

 

 

 

 

 

 

 

 

 

 

 

 

e-mail Serkan YILMAZ

 

 

  

 

 Articles / Books / Book Chapters / Reviews:

 

 

1)     Yılmaz, S., & Konakcı, A. A. (2024). Examination of secondary school students’ environmental awareness and environmental motivation levels after Covid-19. Trakya Journal of Education, 14(3), 1364–1379. https://doi.org/10.24315/tred.1353379

 

 

2)     Ergunt, E., & Yılmaz, S. (2024). Examination of pre and post argumentation quality of eighth-graders acquiring information from different sources in socioscientific issues. Kocaeli University Journal of Education, 7(1), 119–142. https://doi.org/10.33400/kuje.1340904

 

 

3)     Yılmaz, S., & Özkanbaş, M. (2023). Examination of science teachers’ burnout levels in terms of school climate and various variables. E-Kafkas Journal of Educational Research, 10(3), 489–504. https://doi.org/10.30900/kafkasegt.1380100

 

 

4)     Kurtuluş, M. A., & Yılmaz, S. (2023). The effect of argumentation and authentic learning based STEM activities on academic achievement. Journal of Education for Life, 37(3), 649–669. https://doi.org/10.33308/26674874.2023373610

 

 

5)     Uçar, D., & Yılmaz, S. (2023). Examination of pre-service science teachers’ attitudes towards social media after Covid-19. Journal of Bayburt Education Faculty, 18(39), 724–744. https://doi.org/10.35675/befdergi.1239195

 

 

6)     Özdemir, G., & Yılmaz, S. (2023). Opinions of secondary school students and teachers on the transdisciplinary environmental education program. Başkent University Journal of Education, 10(2), 177–192. https://dergipark.org.tr/en/download/article-file/2937361

 

 

7)     Ucar, D., & Yilmaz, S. (2023). Pre-service science teachers’ e-learning styles. Journal of Baltic Science Education, 22(1), 167–181. https://doi.org/10.33225/jbse/23.22.167

 

 

8)     Kurtuluş, M. A., & Yılmaz, S. (2022). A different perspective on STEM education studies: bibliometric mapping. Fen Bilimleri Öğretimi Dergisi, 10(2), 386–405. https://doi.org/10.56423/fbod.1172514

 

 

9)     Capkinoglu, E., Yilmaz, S., & Leblebicioglu, G. (2020). Quality of argumentation by seventh‐graders in local socioscientific issues. Journal of Research in Science Teaching, 57(6), 827–855. https://doi.org/10.1002/tea.21609

 

 

10)  Kara, S., Yılmaz, S., & Kıngır, S. (2020). The effect of argumentation based science learning approach on the academic achievement and argumentation quality levels of primary students. Kastamonu Education Journal, 28(3), 1253–1267. https://doi.org/10.24106/kefdergi.3785

 

 

11)  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

 

 

12)  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

 

 

13)  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

 

 

14)  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.

 

 

15)  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

 

 

16)  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.

 

 

17)  Yılmaz, S. (2014). [Book Review: Scientific Research Methods (13th edition). Author: Büyüköztürk, Ş. et al., Pegem Akademi Publishing, Ankara]. Elementary Education Online, 13(2), 1-5.

 

 

18)  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.

 

 

19)  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)

 

 

20)  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.

 

 

21)  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.

 

 

22)  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.

 

 

23)  Yilmaz, S. (2010). Investigating prospective elementary teachers’ understanding of analogical cases in Newton’s third law. Eurasian Journal of Educational Research, 41, 201–219.

 

 

24)  Yilmaz, S., & Eryilmaz, A. (2009). Development of anchoring analogy diagnostics test. Hacettepe University Journal of Education, 37, 243–256.

 

 

25)  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.

 

 

26)  Yilmaz, S., Eryilmaz, A., & Geban, O. (2006). Assessing the impact of bridging analogies in mechanics. School Science and Mathematics, 106(6), 220–230.

 

 

27)  Yilmaz, S. (2006). Analysis of preservice science teachers' attitudes toward mechanics' concepts. Eurasian Journal of Educational Research, 24, 199–208.

 

 

28)  Yilmaz, S. (2005). The place of mnemonics in physics education. Contemporary Education, 30 (320), 30–37.

 

 

29)  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.

 

 

30)  Yilmaz, S. (2001). The effects of bridging analogies on high school students’ misconceptions in mechanics. Unpublished Master Thesis, Middle East Technical University, Ankara, Turkey.

 

 

31)  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.

 

 

 International Conferences:

 

 

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.

 

 

2)     Yilmaz, S., (2016). What can Analogical Cases Spectrums Tell Us? Identifying the Properties. Twelfth Congress of Qualitative Inquiry, Illinois, USA.

 

 

3)     Yilmaz, S., (2016). Concept Cartoons or Multi-Tier Tests. The Pros and Cons. Twelfth Congress of Qualitative Inquiry, Illinois, USA.

 

 

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.

 

 

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.

 

 

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.

 

 

 National Conferences:

 

 

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.

 

 

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.

 

 

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.

 

 

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.

 

 

5.      Yilmaz, S. (2004). The Place of Mnemonics in Physics Education. Sixth National Science and Mathematics Education Congress, Marmara University, İstanbul.

 

 

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.

 

 

 

 

 Theses Supervised:

 

1)     Özdemir, G. (2023). The effect of transdisciplinary environmental education program on environmental awareness of secondary school students (Unpublished doctoral dissertation). Hacettepe University, Graduate School of Educational Sciences, Ankara.

 

 

2)     Kurtuluş, M. A. (2023). The effect of argumentation and authentic learning based STEM activities on 21st century skills and academic achievement (Unpublished doctoral dissertation). Hacettepe University, Graduate School of Educational Sciences, Ankara.

 

 

3)     Uçar, D. (2022). Examination of science teacher candidates’ attitudes towards social media and e-learning styles in terms of various variables (Unpublished master thesis). Hacettepe University, Graduate School of Educational Sciences, Ankara.

 

 

4)     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.

 

 

5)     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.

 

 

6)     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.

 

 

7)     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.

 

 

Projects:

AFP 99.05.01.05