Gülbin Özkan

425 total citations
24 papers, 306 citations indexed

About

Gülbin Özkan is a scholar working on Education, Social Psychology and Philosophy. According to data from OpenAlex, Gülbin Özkan has authored 24 papers receiving a total of 306 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 6 papers in Social Psychology and 6 papers in Philosophy. Recurrent topics in Gülbin Özkan's work include Science Education and Pedagogy (13 papers), Education Practices and Challenges (6 papers) and Innovative Teaching Methods (5 papers). Gülbin Özkan is often cited by papers focused on Science Education and Pedagogy (13 papers), Education Practices and Challenges (6 papers) and Innovative Teaching Methods (5 papers). Gülbin Özkan collaborates with scholars based in Türkiye. Gülbin Özkan's co-authors include Ünsal Umdu Topsakal, Gamze Sezgin Selçuk and Hakan Akçay and has published in prestigious journals such as SHILAP Revista de lepidopterología, International Journal of Technology and Design Education and Research in Science & Technological Education.

In The Last Decade

Gülbin Özkan

23 papers receiving 282 citations

Peers

Gülbin Özkan

EDUCA

DEP

ECP

Ünsal Umdu Topsakal Türkiye

Nyet Moi Siew Malaysia

Nanang Winarno Indonesia

Alan Zollman United States

Рита Стеблер Switzerland

Johnna Bolyard United States

Luc Hellinckx Belgium

Marios Pittalis Cyprus

Kai‐Lin Yang Taiwan

Tolga Erdoğan Türkiye

Ünsal Umdu Topsakal Türkiye

Gülbin Özkan

185 ×0.9

EDUCA

58 ×1.0

51 ×0.9

DEP

49 ×1.0

ECP

14 ×0.6

Citations per year, relative to Gülbin Özkan Gülbin Özkan (= 1×) peers Ünsal Umdu Topsakal

Countries citing papers authored by Gülbin Özkan

Since Specialization

Citations

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

Fields of papers citing papers by Gülbin Özkan

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Gülbin Özkan

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

All Works

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20 of 20 papers shown

Özkan, Gülbin. (2022). Fen Bilgisi Öğretmen Adaylarının Çevrimiçi Fizik Öğretimi Konusundaki Görüşleri. Buca eğitim fakültesi dergisi (Online)/Buca Eğitim Fakültesi dergisi. 685–699. 3 indexed citations

Özkan, Gülbin & Ünsal Umdu Topsakal. (2021). Analysis of Turkish Science Education Curricula's Learning Outcomes According to Science Process Skills. SHILAP Revista de lepidopterología. 8(3). 295–306. 2 indexed citations

Özkan, Gülbin, et al.. (2020). A STEAM ACTIVITY THAT CAN BE USED IN SCIENCE EDUCATION. Ulakbilge Dergisi. 8(45). 3 indexed citations

Özkan, Gülbin, et al.. (2020). Opinions of the Sixth Year Students Who Participated in Outdoor Learning Activity Practices for Science. World Journal of Education. 10(2). 150–150. 1 indexed citations

Özkan, Gülbin. (2020). OYUN TEKNİĞİNİN ÖĞRENCİLERİN FEN BİLİMLERİ DERSİNE YÖNELİK TUTUMLARINA VE GÖRÜŞLERİNE ETKİSİ. Journal of International Social Research. 13(70). 794–800. 3 indexed citations

Özkan, Gülbin & Ünsal Umdu Topsakal. (2020). The Impact of Nature Education on Turkish Students’ Affective Tendencies towards the Environment and Scientific Curiosity. Journal of Curriculum and Teaching. 9(2). 95–95. 6 indexed citations

Özkan, Gülbin & Ünsal Umdu Topsakal. (2020). Investigating the effectiveness of STEAM education on students’ conceptual understanding of force and energy topics. Research in Science & Technological Education. 39(4). 441–460. 62 indexed citations

Özkan, Gülbin & Ünsal Umdu Topsakal. (2020). The Effect of Nature Education on Students' Motivations towards Science Learning and Socialization Skills. İnsan ve Toplum Bilimleri Araştırmaları Dergisi. 9(2). 1705–1725. 1 indexed citations

Özkan, Gülbin & Ünsal Umdu Topsakal. (2020). Determining Students’ Conceptual Understandings of Physics Concepts. Shanlax International Journal of Education. 8(3). 1–5. 6 indexed citations

10.

Özkan, Gülbin & Ünsal Umdu Topsakal. (2019). Science and non-science teachers’ interpretation of physics diagrammes. South African Journal of Education. 39(1). 1–11. 1 indexed citations

11.

Özkan, Gülbin & Ünsal Umdu Topsakal. (2019). Students' Views on the Ethnobotany-Based Nature Education Program and Their Attitudes towards the Plant. International Journal of Progressive Education. 15(5). 219–229. 1 indexed citations

12.

Özkan, Gülbin & Ünsal Umdu Topsakal. (2019). Exploring the effectiveness of STEAM design processes on middle school students’ creativity. International Journal of Technology and Design Education. 31(1). 95–116. 80 indexed citations

13.

Özkan, Gülbin & Gamze Sezgin Selçuk. (2017). Yaşam temelli öğrenme. Pegem Atıf İndeksi. 255–264.

14.

Özkan, Gülbin & Gamze Sezgin Selçuk. (2016). Facilitating conceptual change in students’ understanding of concepts related to pressure. European Journal of Physics. 37(5). 55702–55702. 21 indexed citations

15.

Özkan, Gülbin, et al.. (2015). Fizik Öğretmen Adaylarının MEB’nca Önerilen 10. Sınıf Fizik Ders Kitabına İlişkin Görüşlerinin Değerlendirilmesi. DergiPark (Istanbul University). 33(2). 549–570. 1 indexed citations

16.

Özkan, Gülbin & Gamze Sezgin Selçuk. (2015). KAVRAMSAL DEĞİŞİM METİNLERİ VE YAŞAM TEMELLİ ÖĞRENMENİN ÖĞRENCİLERİN FİZİK ÖĞRENME YAKLAŞIMLARI ÜZERİNDEKİ ETKİLERİ. DergiPark (Istanbul University). 12(30). 1–12. 1 indexed citations

17.

Özkan, Gülbin & Gamze Sezgin Selçuk. (2015). Effect of Technology Enhanced Conceptual Change Texts on Students' Understanding of Buoyant Force. Universal Journal of Educational Research. 3(12). 981–988. 37 indexed citations

18.

Özkan, Gülbin & Gamze Sezgin Selçuk. (2013). The use of conceptual change texts as class material in the teaching of "sound" in physics. Asia-Pacific Forum on Science Learning and Teaching. 14(1). 7 indexed citations

19.

Selçuk, Gamze Sezgin, et al.. (2013). Determining the Approaches of High School Students to Learning Physics. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi. 8(1). 1 indexed citations

20.

Özkan, Gülbin & Gamze Sezgin Selçuk. (2012). HOW EFFECTIVE IS "CONCEPTUAL CHANGE APPROACH" IN TEACHING PHYSICS?. 6 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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