Ayla Çetin‐Dindar

545 total citations
18 papers, 386 citations indexed

About

Ayla Çetin‐Dindar is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Ayla Çetin‐Dindar has authored 18 papers receiving a total of 386 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 9 papers in Developmental and Educational Psychology and 4 papers in Social Psychology. Recurrent topics in Ayla Çetin‐Dindar's work include Science Education and Pedagogy (9 papers), Educational Strategies and Epistemologies (5 papers) and Educational Environments and Student Outcomes (4 papers). Ayla Çetin‐Dindar is often cited by papers focused on Science Education and Pedagogy (9 papers), Educational Strategies and Epistemologies (5 papers) and Educational Environments and Student Outcomes (4 papers). Ayla Çetin‐Dindar collaborates with scholars based in Türkiye, Switzerland and Malaysia. Ayla Çetin‐Dindar's co-authors include Ömer Geban, Yezdan Boz, Burçin Acar Şeşen, Sevda Küçük, Zübeyde Demet Kırbulut, Oktay Bektaş, Iztok Devetak, Albert Zeyer, Ahmad Nurulazam Md Zain and Sevgi Aydın and has published in prestigious journals such as Journal of Research in Science Teaching, The Journal of Educational Research and Education and Information Technologies.

In The Last Decade

Ayla Çetin‐Dindar

18 papers receiving 360 citations

Peers

Ayla Çetin‐Dindar

EDUCA

DEP

ECP

Sunyono Sunyono Indonesia

Zehavit Kohen Israel

Funda Savaşçi Türkiye

Sukjin Kang South Korea

Emine Adadan Türkiye

Julie Smart United States

Haki Peşman Türkiye

Iztok Devetak Slovenia

Josef Trna Czechia

Mogege Mosimege South Africa

Sunyono Sunyono Indonesia

Ayla Çetin‐Dindar

385 ×1.2

EDUCA

112 ×1.2

DEP

69 ×0.9

55 ×1.5

43 ×1.7

ECP

Citations per year, relative to Ayla Çetin‐Dindar Ayla Çetin‐Dindar (= 1×) peers Sunyono Sunyono

Countries citing papers authored by Ayla Çetin‐Dindar

Since Specialization

Citations

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

Fields of papers citing papers by Ayla Çetin‐Dindar

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ayla Çetin‐Dindar. 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 Ayla Çetin‐Dindar. The network helps show where Ayla Çetin‐Dindar may publish in the future.

Co-authorship network of co-authors of Ayla Çetin‐Dindar

This figure shows the co-authorship network connecting the top 25 collaborators of Ayla Çetin‐Dindar. A scholar is included among the top collaborators of Ayla Çetin‐Dindar 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 Ayla Çetin‐Dindar. Ayla Çetin‐Dindar is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

18 of 18 papers shown

Çetin‐Dindar, Ayla, et al.. (2024). I arrived at the sun! Developing an educational board game with the collaboration of pre‐service art and pre‐service science teachers. European Journal of Education. 59(2). 4 indexed citations

Çetin‐Dindar, Ayla, et al.. (2023). Predicting Preservice Science Teachers’ TPACK through ICT usage. Education and Information Technologies. 28(9). 11269–11289. 18 indexed citations

Çetin‐Dindar, Ayla, et al.. (2023). Impact of educational game development on students’ achievement and attitudes toward science. The Journal of Educational Research. 116(5). 268–279. 7 indexed citations

Çetin‐Dindar, Ayla. (2022). Examining in-service and pre-service science teachers’ learning environment perceptions and their sense of efficacy beliefs. Educational Studies. 51(2). 133–155. 2 indexed citations

Boz, Yezdan & Ayla Çetin‐Dindar. (2021). Teaching concerns, self-efficacy beliefs and constructivist learning environment of pre-service science teachers: a modelling study. European Journal of Teacher Education. 46(2). 274–292. 13 indexed citations

Şeşen, Burçin Acar, et al.. (2021). Fen Bilimleri ve İlköğretim Matematik Öğretmen Adaylarının Öz-Yeterlik İnançları ile Öz-Yeterlik Kaynaklarının İncelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi dergisi. 47–69. 3 indexed citations

Çetin‐Dindar, Ayla, et al.. (2020). Development and Validation of the ICT-TPACK-Science Scale. Journal of Science Education and Technology. 29(3). 355–368. 27 indexed citations

Çetin‐Dindar, Ayla, et al.. (2017). Development of pre-service chemistry teachers’ technological pedagogical content knowledge. Chemistry Education Research and Practice. 19(1). 167–183. 40 indexed citations

Çetin‐Dindar, Ayla & Ömer Geban. (2016). Conceptual understanding of acids and bases concepts and motivation to learn chemistry. The Journal of Educational Research. 110(1). 85–97. 33 indexed citations

10.

Çetin‐Dindar, Ayla. (2015). Student Motivation in Constructivist Learning Environment. Eurasia Journal of Mathematics Science and Technology Education. 12(2). 62 indexed citations

11.

Bektaş, Oktay, et al.. (2014). Exploring Pre-Service Science Teacher Expectations on Learning Science. TED EĞİTİM VE BİLİM. 39(175). 1 indexed citations

12.

Çetin‐Dindar, Ayla, Zübeyde Demet Kırbulut, & Yezdan Boz. (2014). Modelling between epistemological beliefs and constructivist learning environment. European Journal of Teacher Education. 37(4). 479–496. 20 indexed citations

13.

Çetin‐Dindar, Ayla & Ömer Geban. (2014). Adaptation of the science motivation scale into Turkish and chemistry: Analysis of validity. Pegem Journal of Education and Instruction. 5(1). 15–34. 10 indexed citations

14.

Zeyer, Albert, et al.. (2013). Systemizing: A cross‐cultural constant for motivation to learn science. Journal of Research in Science Teaching. 50(9). 1047–1067. 34 indexed citations

15.

Çetin‐Dindar, Ayla & Ömer Geban. (2011). Development of a three-tier test to assess high school students’ understanding of acids and bases. Procedia - Social and Behavioral Sciences. 15. 600–604. 85 indexed citations

16.

Bektaş, Oktay, et al.. (2011). Pre-service chemistry teachers’ knowledge regarding laboratory equipment and their functions. Procedia - Social and Behavioral Sciences. 15. 510–514. 5 indexed citations

17.

Demirci, Nilgün Yılmaz, et al.. (2010). Pre-service biology, chemistry, and physics teachers’ expectations in science courses. Procedia - Social and Behavioral Sciences. 2(2). 1715–1719. 2 indexed citations

18.

Aydın, Sevgi, et al.. (2009). The Contribution of Constructivist Instruction Accompanied by Concept Mapping in Enhancing Pre-service Chemistry Teachers’ Conceptual Understanding of Chemistry in the Laboratory Course. Journal of Science Education and Technology. 18(6). 518–534. 20 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.

Explore authors with similar magnitude of impact