Ceren Öztekin

552 total citations
21 papers, 420 citations indexed

About

Ceren Öztekin is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Ceren Öztekin has authored 21 papers receiving a total of 420 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 11 papers in Developmental and Educational Psychology and 5 papers in Social Psychology. Recurrent topics in Ceren Öztekin's work include Science Education and Pedagogy (10 papers), Educational Strategies and Epistemologies (8 papers) and Education and Critical Thinking Development (6 papers). Ceren Öztekin is often cited by papers focused on Science Education and Pedagogy (10 papers), Educational Strategies and Epistemologies (8 papers) and Education and Critical Thinking Development (6 papers). Ceren Öztekin collaborates with scholars based in Türkiye and United States. Ceren Öztekin's co-authors include Elvan Şahin, Gaye Teksöz, Savaş PAMUK, Dilek Kılıç, Semra Sungur, Yasemin Taş, Özgül Yılmaz Tüzün, Betül Demırdöğen, Jale Çakıroğlu and Refika Olgan and has published in prestigious journals such as Waste Management, The Journal of Educational Research and Environmental Education Research.

In The Last Decade

Ceren Öztekin

21 papers receiving 398 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Ceren Öztekin Türkiye 10 185 169 100 79 74 21 420
Savaş PAMUK Türkiye 6 119 0.6× 120 0.7× 98 1.0× 48 0.6× 79 1.1× 12 320
Siti Nur Diyana Mahmud Malaysia 8 81 0.4× 250 1.5× 49 0.5× 51 0.6× 51 0.7× 33 474
Erin Redman United States 8 226 1.2× 230 1.4× 54 0.5× 50 0.6× 22 0.3× 11 373
Alexandra Kibbe Germany 9 244 1.3× 31 0.2× 105 1.1× 122 1.5× 50 0.7× 9 449
Junqing Zhai China 11 77 0.4× 174 1.0× 31 0.3× 115 1.5× 14 0.2× 25 416
Amy J. Malkus United States 5 370 2.0× 80 0.5× 132 1.3× 186 2.4× 9 0.1× 8 458
Elizabeth C. Sharp Canada 6 173 0.9× 49 0.3× 87 0.9× 126 1.6× 7 0.1× 7 422
Teresa Smallbone United Kingdom 7 32 0.2× 221 1.3× 38 0.4× 26 0.3× 13 0.2× 9 389
Britta Oerke Germany 7 315 1.7× 98 0.6× 140 1.4× 162 2.1× 7 0.1× 12 482
Georgios Malandrakis Greece 11 188 1.0× 161 1.0× 17 0.2× 76 1.0× 6 0.1× 33 360

Countries citing papers authored by Ceren Öztekin

Since Specialization
Citations

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

Fields of papers citing papers by Ceren Öztekin

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Ceren Öztekin

This figure shows the co-authorship network connecting the top 25 collaborators of Ceren Öztekin. A scholar is included among the top collaborators of Ceren Öztekin 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 Ceren Öztekin. Ceren Öztekin 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
1.
Sungur, Semra, et al.. (2024). Investigation of Middle School Students’ Argumentation Schemes in Different Argumentative Orientations. TED EĞİTİM VE BİLİM. 49(219). 69–96. 1 indexed citations
2.
Sungur, Semra, et al.. (2023). Exploration of middle school students’ scientific epistemological beliefs and their engagement in argumentation. The Journal of Educational Research. 116(5). 293–308. 1 indexed citations
3.
Demırdöğen, Betül, et al.. (2022). Interactions among Topic-Specific Pedagogical Content Knowledge Components for Science Teachers: The Impact of Content Knowledge. Journal of Science Teacher Education. 33(8). 860–887. 12 indexed citations
4.
Çakıroğlu, Jale, et al.. (2022). Effectiveness of Argument-Based Inquiry Approach on Grade 8 Students’ Science Content Achievement, Metacognition, and Epistemological Beliefs. International Journal of Science and Mathematics Education. 21(4). 1057–1079. 6 indexed citations
5.
Şahin, Elvan, et al.. (2020). Modelling pre-service science teachers’ pro-environmental behaviours in relation to psychological and cognitive variables. Environmental Education Research. 27(1). 1–21. 11 indexed citations
6.
Öztekin, Ceren, et al.. (2019). Interaction among Contextual Knowledge and Pedagogical Content Knowledge: Sociocultural Perspective. TED EĞİTİM VE BİLİM. 44(198). 57–97. 3 indexed citations
7.
Öztekin, Ceren, et al.. (2019). Novice and experienced science teachers’ conceptual knowledge of evolutionary theory within the context of micro-and macroevolution. Journal of Biological Education. 55(2). 109–127. 3 indexed citations
8.
Öztekin, Ceren, et al.. (2018). Impact of Content Knowledge on Pedagogical Content Knowledge in the Context of Cell Division. Journal of Science Teacher Education. 29(2). 102–127. 16 indexed citations
9.
Öztekin, Ceren, Gaye Teksöz, Savaş PAMUK, Elvan Şahin, & Dilek Kılıç. (2017). Gender perspective on the factors predicting recycling behavior: Implications from the theory of planned behavior. Waste Management. 62. 290–302. 162 indexed citations
10.
Öztekin, Ceren, et al.. (2017). Turkish pre-service science teachers' awareness, beliefs, values, and behaviours pertinent to climate change. International Research in Geographical and Environmental Education. 26(3). 253–263. 35 indexed citations
11.
Öztekin, Ceren, et al.. (2017). Genetics Literacy: Insights From Science Teachers’ Knowledge, Attitude, and Teaching Perceptions. International Journal of Science and Mathematics Education. 16(7). 1247–1268. 18 indexed citations
12.
Öztekin, Ceren, et al.. (2016). Science teacher candidates’ perceptions about roles and nature of scientific models. Research in Science & Technological Education. 34(2). 219–236. 8 indexed citations
13.
Öztekin, Ceren, et al.. (2016). RELATIONSHIPS AMONG TURKISH PRE-SERVICE SCIENCE TEACHERS’ GENETICS LITERACY LEVELS AND THEIR ATTITUDES TOWARDS ISSUES IN GENETICS LITERACY. Journal of Baltic Science Education. 15(2). 159–172. 8 indexed citations
14.
Sungur, Semra, et al.. (2016). Improving NOS Understanding through History of Science Instruction: Contextualized Explicit and Reflective Approach.. 1 indexed citations
15.
Çakıroğlu, Jale, et al.. (2015). How Contextualized Learning Settings Enhance Meaningful Nature of Science Understanding.. OpenMETU (Middle East Technical University). 26(4). 463–487. 8 indexed citations
16.
Olgan, Refika, et al.. (2014). Okul Öncesi Öğretmen Adaylarının Fen Öğretimine Yönelik Sonuç Beklentisi İnançlarını Etkileyen Faktörler. OpenMETU (Middle East Technical University). 39(173). 288–300. 5 indexed citations
17.
Taş, Yasemin, Semra Sungur, & Ceren Öztekin. (2014). DEVELOPMENT AND VALIDATION OF SCIENCE HOMEWORK SCALE FOR MIDDLE-SCHOOL STUDENTS. International Journal of Science and Mathematics Education. 14(3). 417–444. 30 indexed citations
18.
Taş, Yasemin, Semra Sungur, & Ceren Öztekin. (2014). A Study of Science Teachers' Homework Practices. Research in Education. 91(1). 45–64. 10 indexed citations
19.
Öztekin, Ceren, et al.. (2014). Tracking the Footprints of Nature of Science in the Path of Learning How to teach it. Eurasia Journal of Mathematics Science and Technology Education. 10(6). 2 indexed citations
20.
Teksöz, Gaye, et al.. (2013). An evaluation of the environmental literacy of preservice teachers in Turkey through Rasch analysis. Environmental Education Research. 20(2). 202–227. 47 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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