Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
A Review and Comparison of Diagnostic Instruments to Identify Students’ Misconceptions in Science
2015306 citationsDerya Kaltakci-Gurel, Ali Eryılmaz et al.profile →
Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics
2017152 citationsDerya Kaltakci-Gurel, Ali Eryılmaz et al.Research in Science & Technological Educationprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Ali Eryılmaz'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 Ali Eryılmaz with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ali Eryılmaz more than expected).
This network shows the impact of papers produced by Ali Eryılmaz. 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 Ali Eryılmaz. The network helps show where Ali Eryılmaz may publish in the future.
Co-authorship network of co-authors of Ali Eryılmaz
This figure shows the co-authorship network connecting the top 25 collaborators of Ali Eryılmaz.
A scholar is included among the top collaborators of Ali Eryılmaz 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 Ali Eryılmaz. Ali Eryılmaz is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Eryılmaz, Ali, et al.. (2019). Comics in Science Teaching: A Case of Speech Balloon Completing Activity for Heat Related Concepts. SHILAP Revista de lepidopterología.6 indexed citations
3.
Kaltakci-Gurel, Derya, Ali Eryılmaz, & Lillian C. McDermott. (2017). Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics. Research in Science & Technological Education. 35(2). 238–260.152 indexed citations breakdown →
Kaltakci-Gurel, Derya & Ali Eryılmaz. (2013). A Content Analysis of Physics Textbooks as a Probable Source of Misconceptions in Geometric Optics. DergiPark (Istanbul University).12 indexed citations
6.
Eryılmaz, Ali, et al.. (2013). Content Analysis of Physics Education Studies Published in Turkish Science Education Journal from 2004 to 2011. Journal of Turkish Science Education. 10(4). 151–163.14 indexed citations
7.
Eryılmaz, Ali, et al.. (2012). Teachers' and Students' Perceptions of Effective Physics Teacher Characteristics.. Eurasian Journal of Educational Research. 12(46). 101–120.4 indexed citations
8.
Eryılmaz, Ali, et al.. (2012). Basit Elektrik Devreleri Konusuna Yönelik Tutum Ölçeği Geliştirilmesi ve Öğrencilerin Tutumlarının Değerlendirilmesi. Journal of Turkish Science Education. 9(1). 31–46.1 indexed citations
9.
Eryılmaz, Ali, et al.. (2011). Effectiveness of hands-on and minds-on activities on students' achievement and attitudes towards physics *. OpenMETU (Middle East Technical University). 12(1).47 indexed citations
Eryılmaz, Ali. (2010). Development and application of three-tier heat and temperature test: Sample of bachelor and graduate students. Eurasian Journal of Educational Research. 10(40). 53–76.26 indexed citations
Eryılmaz, Ali, et al.. (2009). Alternative to Traditional Physics Instruction: Effectiveness of Conceptual Physics Approach. Eurasian Journal of Educational Research. 109–128.9 indexed citations
16.
Eryılmaz, Ali, et al.. (2001). High school students' misconceptions about simple electric circuits. OpenMETU (Middle East Technical University).11 indexed citations
17.
Eryılmaz, Ali, et al.. (2001). Effects of bridging analogies on students misconceptions about gravıty and inertia. DergiPark (Istanbul University). 20(20).9 indexed citations
18.
Eryılmaz, Ali, et al.. (2000). ODTÜ öğrencilerinin mekanik konusundaki kavram yanılgıları. OpenMETU (Middle East Technical University). 18(18).4 indexed citations
19.
Ünal, Gül Çelik, et al.. (2000). Comparison of pre service and in service science teachers perceptions about good science teachers characteristics. DergiPark (Istanbul University). 19(19).1 indexed citations
20.
Eryılmaz, Ali, et al.. (1999). Effects of socioeconomic status, locus of control, prior achievement, cumulative gpa, future occupation and achievement in mathematics on students' attitudes toward physics. Hacettepe Universitesi Egitim Fakultesi Dergisi-hacettepe University Journal of Education. 17(17). 105–112.7 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.