Emine Adadan

780 total citations
24 papers, 546 citations indexed

About

Emine Adadan is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Emine Adadan has authored 24 papers receiving a total of 546 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 12 papers in Developmental and Educational Psychology and 5 papers in Experimental and Cognitive Psychology. Recurrent topics in Emine Adadan's work include Science Education and Pedagogy (16 papers), Educational Strategies and Epistemologies (11 papers) and Visual and Cognitive Learning Processes (5 papers). Emine Adadan is often cited by papers focused on Science Education and Pedagogy (16 papers), Educational Strategies and Epistemologies (11 papers) and Visual and Cognitive Learning Processes (5 papers). Emine Adadan collaborates with scholars based in Türkiye, United States and South Africa. Emine Adadan's co-authors include Diler Öner, Funda Savaşçi, Kathy Cabe Trundle, Karen E. Irving, Michael E. Beeth, Sevil Akaygün, Amitav Sanyal, Lorenz Kampschulte, Resa M. Kelly and Umesh Ramnarain and has published in prestigious journals such as Journal of Research in Science Teaching, International Journal of Science Education and Journal of Teacher Education.

In The Last Decade

Emine Adadan

22 papers receiving 507 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Emine Adadan Türkiye 13 478 182 61 43 43 24 546
Gökhan Demircioğlu Türkiye 11 432 0.9× 149 0.8× 68 1.1× 28 0.7× 37 0.9× 39 487
Suat Ünal Türkiye 10 374 0.8× 125 0.7× 68 1.1× 34 0.8× 25 0.6× 31 426
Saša A. Glažar Slovenia 11 401 0.8× 189 1.0× 99 1.6× 52 1.2× 70 1.6× 26 492
Martine Méheut France 12 362 0.8× 157 0.9× 76 1.2× 47 1.1× 21 0.5× 19 452
Iztok Devetak Slovenia 11 307 0.6× 138 0.8× 64 1.0× 46 1.1× 79 1.8× 46 416
Helge Strömdahl Sweden 12 299 0.6× 163 0.9× 46 0.8× 32 0.7× 56 1.3× 24 405
Zehavit Kohen Israel 12 329 0.7× 206 1.1× 22 0.4× 34 0.8× 52 1.2× 24 446
Loucas Τ. Louca Cyprus 9 457 1.0× 386 2.1× 21 0.3× 36 0.8× 24 0.6× 15 577
Shirly Avargil Israel 12 374 0.8× 197 1.1× 83 1.4× 37 0.9× 53 1.2× 22 511
Mark Cosgrove Australia 8 440 0.9× 256 1.4× 65 1.1× 58 1.3× 59 1.4× 12 519

Countries citing papers authored by Emine Adadan

Since Specialization
Citations

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

Fields of papers citing papers by Emine Adadan

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Emine Adadan

This figure shows the co-authorship network connecting the top 25 collaborators of Emine Adadan. A scholar is included among the top collaborators of Emine Adadan 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 Emine Adadan. Emine Adadan 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.
Adadan, Emine, et al.. (2022). Intersecting visual and verbal representations and levels of reasoning in the structure of matter learning progression. Chemistry Education Research and Practice. 23(4). 969–979. 3 indexed citations
2.
3.
Akaygün, Sevil & Emine Adadan. (2020). Fostering senior primary school students’ understanding of climate change in an inquiry-based learning environment. Education 3-13. 49(3). 330–343. 12 indexed citations
4.
Adadan, Emine. (2019). Analyzing the role of metacognitive awareness in preservice chemistry teachers' understanding of gas behavior in a multirepresentational instruction setting. Journal of Research in Science Teaching. 57(2). 253–278. 10 indexed citations
5.
Akaygün, Sevil, Emine Adadan, & Resa M. Kelly. (2018). Capturing Preservice Chemistry Teachers’ Visual Representations of Redox Reactions through Storyboards. Israel Journal of Chemistry. 59(6-7). 493–503. 4 indexed citations
6.
Adadan, Emine & Diler Öner. (2018). Examining Preservice Teachers’ Reflective Thinking Skills in the context of Web-Based Portfolios: The Role of Metacognitive Awareness. ˜The œAustralian journal of teacher education. 43(11). 26–50. 19 indexed citations
7.
Adadan, Emine, et al.. (2018). Examining the progression and consistency of thermal concepts: a cross-age study. International Journal of Science Education. 40(4). 371–396. 12 indexed citations
8.
Kampschulte, Lorenz, et al.. (2018). Interdisciplinary Research Brought to School—Connecting Chemistry and Biology through Nanotechnology. Journal of Microbiology and Biology Education. 19(1). 3 indexed citations
9.
Adadan, Emine. (2017). Kimya öğretiminde yönlendirilmiş araştırmaya dayalı laboratuvar uygulamaları. Pegem Atıf İndeksi. 153–182.
10.
Öner, Diler & Emine Adadan. (2016). Are integrated portfolio systems the answer? An evaluation of a web-based portfolio system to improve preservice teachers’ reflective thinking skills. Journal of Computing in Higher Education. 28(2). 236–260. 24 indexed citations
11.
12.
Adadan, Emine & Diler Öner. (2014). Exploring the Progression in Preservice Chemistry Teachers’ Pedagogical Content Knowledge Representations: The Case of “Behavior of Gases”. Research in Science Education. 44(6). 829–858. 28 indexed citations
13.
Adadan, Emine, et al.. (2013). Use of multiple representations in developing preservice chemistry teachers' understanding of the structure of matter. The International Journal of Environmental and Science Education. 8(1). 109–130. 36 indexed citations
14.
Adadan, Emine. (2012). Using Multiple Representations to Promote Grade 11 Students’ Scientific Understanding of the Particle Theory of Matter. Research in Science Education. 43(3). 1079–1105. 37 indexed citations
15.
Öner, Diler & Emine Adadan. (2011). Use of Web-Based Portfolios as Tools for Reflection in Preservice Teacher Education. Journal of Teacher Education. 62(5). 477–492. 55 indexed citations
16.
Adadan, Emine, Karen E. Irving, & Kathy Cabe Trundle. (2008). Impacts of Multi‐representational Instruction on High School Students’ Conceptual Understandings of the Particulate Nature of Matter. International Journal of Science Education. 31(13). 1743–1775. 68 indexed citations
17.
Beeth, Michael E. & Emine Adadan. (2006). The Influences of University-Based Coursework on Field Experience. Journal of Science Teacher Education. 17(2). 103–120. 36 indexed citations
18.
Adadan, Emine. (2006). Promoting high school students' conceptual understandings of the particulate nature of matter through multiple representations. OhioLink ETD Center (Ohio Library and Information Network). 12 indexed citations
19.
Oğuz, Ayşe, et al.. (2004). A Look at Environmental Education through Science Teachers' Perspectives and Textbooks' Coverage.. 2 indexed citations
20.
Beeth, Michael E., et al.. (2003). The Changing Face of Biology 101 with Regard to the Nation's Science Standards..

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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