Bülent Çavaş
About
In The Last Decade
Bülent Çavaş
36 papers receiving 333 citations
Peers
Comparison fields: 5 of 73
- Education 273
- Information Systems 85
- Developmental and Educational Psychology 75
- Gender Studies 71
- Management, Monitoring, Policy and Law 38
Countries citing papers authored by Bülent Çavaş
This map shows the geographic impact of Bülent Çavaş'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 Bülent Çavaş with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Bülent Çavaş more than expected).
Fields of papers citing papers by Bülent Çavaş
This network shows the impact of papers produced by Bülent Çavaş. 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 Bülent Çavaş. The network helps show where Bülent Çavaş may publish in the future.
Co-authorship network of co-authors of Bülent Çavaş
This figure shows the co-authorship network connecting the top 25 collaborators of Bülent Çavaş. A scholar is included among the top collaborators of Bülent Çavaş 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 Bülent Çavaş. Bülent Çavaş is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 0 | |
| 2 | 2 | |
| 3 | 7 | |
| 4 | 1 | |
| 5 | THE EFFECT OF VIRTUAL REALITY ENHANCED LEARNING ENVIRONMENT ON THE 7TH-GRADE STUDENTS' READING AND WRITING SKILLS IN ENGLISH | 24 |
| 6 | 4 | |
| 7 | 5 | |
| 8 | Research Trends in Science Education International: A Content Analysis for the Last Five Years (2011-2015). | 14 |
| 9 | Legitimate Peripheral Participation of Pre-Service Science Teachers: Collaborative Reflections in an Online Community of Practice, Twitter. | 4 |
| 10 | DEVELOPMENT OF AN INSTRUMENT TO DETERMINE SCIENCE TEACHERS’ IMPLEMENTATION OF INQUIRY BASED SCIENCE EDUCATION IN THEIR CLASSROOMS | 3 |
| 11 | Turkish pre-service elementary science teachers' scientific literacy level and attitudes toward science | 27 |
| 12 | THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN SCIENCE EDUCATION | 1 |
| 13 | Turkish Students' Career Choices in Engineering: Experiences from Turkey. | 13 |
| 14 | AN INVESTIGATION OF ELEMENTARY STUDENTS’ SCIENTIFIC LITERACY LEVELS | 40 |
| 15 | A Study on Pre-Service Science, Class and Mathematics Teachers' Learning Styles in Turkey. | 19 |
| 16 | A QUALITATIVE STUDY ON STUDENT’ UNDERSTANDING AND MISCONCEPTIONS REGARDING THE LIVING CELL | 4 |
| 17 | Turkish Students' Views on Environmental Challenges with respect to Gender: An Analysis of ROSE Data | 24 |
| 18 | The Use of Information Communication Technologies in Primary Science Education: A New Teaching and Learning Approach | 2 |
| 19 | 4 | |
| 20 | 8 |
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.