Ebru Kaya

1.1k total citations
36 papers, 706 citations indexed

About

Ebru Kaya is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Ebru Kaya has authored 36 papers receiving a total of 706 indexed citations (citations by other indexed papers that have themselves been cited), including 36 papers in Education, 28 papers in Developmental and Educational Psychology and 4 papers in Social Psychology. Recurrent topics in Ebru Kaya's work include Science Education and Pedagogy (33 papers), Educational Strategies and Epistemologies (28 papers) and Education and Critical Thinking Development (27 papers). Ebru Kaya is often cited by papers focused on Science Education and Pedagogy (33 papers), Educational Strategies and Epistemologies (28 papers) and Education and Critical Thinking Development (27 papers). Ebru Kaya collaborates with scholars based in Türkiye, United Kingdom and United States. Ebru Kaya's co-authors include Sibel Erduran, Selin Akgün, Pınar Seda Çetin, Mehmet Aydeniz, Ömer Geban, Ali Yıldırım, Hassan Tairab, Rachel Takriti and Deniz Sarıbaş and has published in prestigious journals such as International Journal of Science Education, Theory Into Practice and Journal of Science Education and Technology.

In The Last Decade

Ebru Kaya

34 papers receiving 668 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Ebru Kaya Türkiye 15 651 461 71 33 24 36 706
Sevgi Aydın Türkiye 14 558 0.9× 231 0.5× 42 0.6× 64 1.9× 45 1.9× 52 642
Ling L. Liang United States 15 510 0.8× 212 0.5× 82 1.2× 17 0.5× 29 1.2× 22 581
Mehmet Aydeniz United States 15 523 0.8× 212 0.5× 27 0.4× 28 0.8× 29 1.2× 41 602
Joyce Parker United States 11 466 0.7× 182 0.4× 60 0.8× 11 0.3× 32 1.3× 25 556
Ineke Henze Netherlands 11 486 0.7× 237 0.5× 39 0.5× 13 0.4× 66 2.8× 22 576
Anders Isnes Norway 3 299 0.5× 171 0.4× 42 0.6× 14 0.4× 33 1.4× 5 365
Orlando Aguiar Brazil 6 583 0.9× 371 0.8× 47 0.7× 14 0.4× 81 3.4× 22 672
A. L. Chandrasegaran Australia 18 833 1.3× 303 0.7× 60 0.8× 14 0.4× 27 1.1× 28 936
Bing Wei Macao 14 401 0.6× 162 0.4× 28 0.4× 12 0.4× 35 1.5× 56 463
Kennedy Kam Ho Chan Hong Kong 11 506 0.8× 211 0.5× 27 0.4× 18 0.5× 66 2.8× 30 606

Countries citing papers authored by Ebru Kaya

Since Specialization
Citations

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

Fields of papers citing papers by Ebru Kaya

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Ebru Kaya

This figure shows the co-authorship network connecting the top 25 collaborators of Ebru Kaya. A scholar is included among the top collaborators of Ebru Kaya 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 Ebru Kaya. Ebru Kaya 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.
Kaya, Ebru & Sibel Erduran. (2024). Comparison of Physics, Chemistry, and Biology Teachers’ Perceptions of Nature of Science and Domains of Science. Science & Education. 34(5). 3507–3529. 1 indexed citations
2.
Kaya, Ebru, et al.. (2023). Fen Bilimleri Öğretim Programında Yeniden Kavramsallaştırılmış Aile Benzerliği Yaklaşımına Dayalı Bilimin Doğası ve Öğretmen Görüşleri. Buca eğitim fakültesi dergisi (Online)/Buca Eğitim Fakültesi dergisi. 1780–1807.
3.
Kaya, Ebru, et al.. (2023). Öğrencilerin Bilimin Doğası Anlayışları ile Üst Bilişsel Farkındalıkları Arasındaki İlişki. DergiPark (Istanbul University). 40-2(2). 315–336. 2 indexed citations
4.
Erduran, Sibel, Deniz Sarıbaş, & Ebru Kaya. (2023). Infusing epistemic perspectives on scientific practices in science teacher education. Éducation & didactique. 17. 75–92. 1 indexed citations
5.
Kaya, Ebru, et al.. (2022). How is Students’ Understanding of Nature of Science Related with Their Metacognitive Awareness?. Science & Education. 32(5). 1471–1496. 15 indexed citations
6.
Takriti, Rachel, et al.. (2022). Translation and validation of a questionnaire for measuring teachers’ views on nature of science. Research in Science & Technological Education. 42(3). 812–827. 1 indexed citations
7.
Akgün, Selin & Ebru Kaya. (2020). How Do University Students Perceive the Nature of Science?. Science & Education. 29(2). 299–330. 46 indexed citations
8.
Kaya, Ebru, et al.. (2020). Fifth-grade students’ understanding of social-institutional aspects of science. International Journal of Science Education. 42(11). 1834–1861. 35 indexed citations
9.
Kaya, Ebru, et al.. (2018). Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education. 41(1). 21–47. 74 indexed citations
10.
Kaya, Ebru. (2017). Argumentation in elementary science education: addressing methodological issues and conceptual understanding. Cultural Studies of Science Education. 13(4). 1087–1090. 5 indexed citations
11.
Kaya, Ebru, et al.. (2017). Öğretmen Eğitiminde Bilimin Doğası: Bütünsel Bir Yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi. 464–501. 14 indexed citations
12.
Erduran, Sibel, Ebru Kaya, & Pınar Seda Çetin. (2016). Pre-Service Teachers’ Perceptions of Argumentation: Impact of a Teacher Education Project in Rwanda. DergiPark (Istanbul University). 4 indexed citations
13.
Kaya, Ebru & Ali Yıldırım. (2014). Science Anxiety among Failing Students. OpenMETU (Middle East Technical University). 13(2). 518–525. 11 indexed citations
14.
Kaya, Ebru, Pınar Seda Çetin, & Ali Yıldırım. (2014). Transformation of Centralized Curriculum into Classroom Practice: An Analysis of Teachers’ Experiences. OpenMETU (Middle East Technical University). 2(3). 103–114. 10 indexed citations
15.
Çetin, Pınar Seda, Ebru Kaya, & Ömer Geban. (2014). Students’, Pre-service teachers’ and In-service Teachers’ Views about Constructivist Implementations. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi. 8(2). 143–163. 2 indexed citations
16.
Kaya, Ebru. (2013). Argumentation Practices in Classroom: Pre-service teachers' conceptual understanding of chemical equilibrium. International Journal of Science Education. 35(7). 1139–1158. 83 indexed citations
17.
18.
Kaya, Ebru. (2011). THE EFFECT OF CONCEPTUAL CHANGE BASED INSTRUCTION ON STUDENTS" UNDERSTANDING OF RATE OF REACTION CONCEPTS. OpenMETU (Middle East Technical University). 2 indexed citations
19.
Çetin, Pınar Seda, Sibel Erduran, & Ebru Kaya. (2010). UNDERSTANDING THE NATURE OF CHEMISTRY AND ARGUMENTATION: THE CASE OF PRE-SERVICE CHEMISTRY TEACHERS. DergiPark (Istanbul University). 11(4). 41–59. 14 indexed citations
20.
Kaya, Ebru, Sibel Erduran, & Pınar Seda Çetin. (2010). High school students’ perceptions of argumentation. Procedia - Social and Behavioral Sciences. 2(2). 3971–3975. 15 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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