Bayram Çoştu

1.1k total citations
77 papers, 785 citations indexed

About

Bayram Çoştu is a scholar working on Education, Developmental and Educational Psychology and Physical and Theoretical Chemistry. According to data from OpenAlex, Bayram Çoştu has authored 77 papers receiving a total of 785 indexed citations (citations by other indexed papers that have themselves been cited), including 68 papers in Education, 15 papers in Developmental and Educational Psychology and 9 papers in Physical and Theoretical Chemistry. Recurrent topics in Bayram Çoştu's work include Science Education and Pedagogy (38 papers), Education and Critical Thinking Development (22 papers) and Innovative Teaching Methods (13 papers). Bayram Çoştu is often cited by papers focused on Science Education and Pedagogy (38 papers), Education and Critical Thinking Development (22 papers) and Innovative Teaching Methods (13 papers). Bayram Çoştu collaborates with scholars based in Türkiye, Indonesia and Malaysia. Bayram Çoştu's co-authors include Alipaşa Ayas, Mansoor Níaz, Suat Ünal, Muammer Çalık, Achmad Samsudin, Faik Özgür Karataş, Ida Kaniawati, Dadi Rusdiana, Andi Suhandi and Richard K. Coll and has published in prestigious journals such as SHILAP Revista de lepidopterología, Education and Information Technologies and Instructional Science.

In The Last Decade

Bayram Çoştu

62 papers receiving 683 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Bayram Çoştu Türkiye 17 693 214 86 54 50 77 785
Burçin Acar Şeşen Türkiye 17 703 1.0× 245 1.1× 112 1.3× 26 0.5× 93 1.9× 35 803
A. L. Chandrasegaran Australia 18 833 1.2× 303 1.4× 164 1.9× 14 0.3× 55 1.1× 28 936
Saša A. Glažar Slovenia 11 401 0.6× 189 0.9× 99 1.2× 8 0.1× 31 0.6× 26 492
Sevil Akaygün Türkiye 13 591 0.9× 278 1.3× 95 1.1× 67 1.2× 65 1.3× 34 723
Susan L. Westbrook United States 9 459 0.7× 222 1.0× 82 1.0× 14 0.3× 25 0.5× 13 514
Derya Kaltakci-Gurel Türkiye 8 567 0.8× 87 0.4× 11 0.1× 34 0.6× 42 0.8× 21 634
Shelley Yeo Australia 11 362 0.5× 137 0.6× 34 0.4× 8 0.1× 33 0.7× 18 590
Şule Bayraktar Türkiye 9 348 0.5× 119 0.6× 10 0.1× 38 0.7× 46 0.9× 23 430
Thapelo L. Mamiala Australia 5 631 0.9× 343 1.6× 138 1.6× 12 0.2× 45 0.9× 8 721
Murat Günel Türkiye 11 577 0.8× 355 1.7× 17 0.2× 38 0.7× 48 1.0× 25 655

Countries citing papers authored by Bayram Çoştu

Since Specialization
Citations

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

Fields of papers citing papers by Bayram Çoştu

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Bayram Çoştu. 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 Bayram Çoştu. The network helps show where Bayram Çoştu may publish in the future.

Co-authorship network of co-authors of Bayram Çoştu

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

All Works

20 of 20 papers shown
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Çoştu, Bayram, et al.. (2024). The Effectiveness of Daily-Life Oriented Project Based Learning on Students’ Conceptual Understanding. Buca eğitim fakültesi dergisi (Online)/Buca Eğitim Fakültesi dergisi. 2058–2082.
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Çoştu, Bayram, et al.. (2023). Investigating the difficulty level of multimodal representations used by science teachers of gifted students. Apuntes Universitarios. 13(4). 65–87. 2 indexed citations
5.
Samsudin, Achmad, et al.. (2023). Diagnostic Instruments of Four-Tier Test Work and Energy (FORTUNE) to Identify The Level of Students’ Conceptions. SHILAP Revista de lepidopterología. 8(1). 19–32.
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Samsudin, Achmad, et al.. (2023). Validity and Reliability of the Global Warming Instrument: A Pilot Study Using Rasch Model Analysis. Jurnal Pendidikan MIPA. 24(4). 912–922.
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Samsudin, Achmad, et al.. (2023). Development of DIGaKiT: identifying students’ alternative conceptions by Rasch analysis model. Journal of Education and Learning (EduLearn). 18(1). 128–139. 1 indexed citations
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Samsudin, Achmad, et al.. (2023). IMPAS: Modification of the PAS Questionnaire to Measure Attitudes of High School Students towards Physics in Indonesia. SHILAP Revista de lepidopterología. 198–216. 2 indexed citations
10.
Wıbowo, Firmanul Catur, et al.. (2023). Development of simple kits (SK) refraction of light using photodiode sensors for student understanding. EUREKA Physics and Engineering. 3–16. 4 indexed citations
11.
Wıbowo, Firmanul Catur, et al.. (2017). Virtual Microscopic Simulation (VMS) to Promote Students' Conceptual Change: A Case Study of Heat Transfer.. Asia-Pacific Forum on Science Learning and Teaching. 18(2). 17 indexed citations
12.
Samsudin, Achmad, et al.. (2016). Investigating the Effectiveness of an Active Learning Based-Interactive Conceptual Instruction (ALBICI) on Electric Field Concept.. Asia-Pacific Forum on Science Learning and Teaching. 17(1). 16 indexed citations
13.
Çoştu, Bayram, Alipaşa Ayas, Muammer Çalık, Suat Ünal, & Faik Özgür Karataş. (2014). Fen öğretmen adaylarının çözelti hazırlama ve laboratuvar malzemelerini kullanma yeterliliklerinin belirlenmesi. DergiPark (Istanbul University). 1 indexed citations
14.
Ünal, Suat, Bayram Çoştu, & Alipaşa Ayas. (2010). Secondary School Students' Misconceptions of Covalent Bonding. Journal of Turkish Science Education. 7(2). 3–29. 36 indexed citations
15.
Çoştu, Bayram, Suat Ünal, & Alipaşa Ayas. (2007). GÜNLÜK YAŞAMDAKİ OLAYLARIN FEN BİLİMLERİ ÖĞRETİMİNDE KULLANILMASI. KIRŞEHİR EĞİTİM FAKÜLTESİ DERGİSİ. 8(1). 197–207. 8 indexed citations
16.
Çoştu, Bayram, Alipaşa Ayas, & Suat Ünal. (2007). KAVRAM YANILGILARI VE OLASI NEDENLERİ: KAYNAMA KAVRAMI. DergiPark (Istanbul University). 5 indexed citations
17.
Ünal, Suat & Bayram Çoştu. (2005). Problematic issue for students: Does it sink or float?. Asia-Pacific Forum on Science Learning and Teaching. 6(1). 26 indexed citations
18.
Köse, Sacit, Alipaşa Ayas, Bayram Çoştu, & Sevilay Karamustafaoğlu. (2004). FOTOSENTEZ KONUSUNUN İŞLENİŞİNİN BELLİ KRİTERLERE GÖRE DEĞERLENDİRİLMESİ. DergiPark (Istanbul University). 2 indexed citations
19.
Çoştu, Bayram, Faik Özgür Karataş, & Alipaşa Ayas. (2003). KAVRAM ÖĞRETİMİNDE ÇALIŞMA YAPRAKLARININ. DergiPark (Istanbul University). 14(14). 33–48. 4 indexed citations
20.
Özmen, Haluk, Alipaşa Ayas, & Bayram Çoştu. (2002). Fen Bilgisi Öğretmen Adaylarının Maddenin Tanecikli Yapısı Hakkındaki Anlama Seviyelerinin ve Yanılgılarının Belirlenmesi. Educational Sciences Theory & Practice. 2(2). 507–529. 11 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.

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