This map shows the geographic impact of Haluk Özmen'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 Haluk Özmen with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Haluk Özmen more than expected).
This network shows the impact of papers produced by Haluk Özmen. 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 Haluk Özmen. The network helps show where Haluk Özmen may publish in the future.
Co-authorship network of co-authors of Haluk Özmen
This figure shows the co-authorship network connecting the top 25 collaborators of Haluk Özmen.
A scholar is included among the top collaborators of Haluk Özmen 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 Haluk Özmen. Haluk Özmen is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Özmen, Haluk, et al.. (2018). Effectiveness of Concept Cartoons on 7th Grade Students’ Understanding of “the Structure and Properties of Matter. Journal of Turkish Science Education. 15(1). 1–24.3 indexed citations
5.
Özmen, Haluk, et al.. (2015). EFFECTIVENESS OF ANALOGIES ON STUDENTS' UNDERSTANDING OF CHEMICAL EQUILIBRIUM.4 indexed citations
6.
Demircioğlu, Hülya, Alipaşa Ayas, Gökhan Demircioğlu, & Haluk Özmen. (2015). Effects of Storylines Embedded within the Context-Based Approach on Pre-Service Primary School Teachers' Conceptions of Matter and Its States.. Asia-Pacific Forum on Science Learning and Teaching. 16(2).7 indexed citations
7.
Özmen, Haluk. (2012). Kimya-1,2 Ders Kitaplarındaki Deneylerin Uygulanabilirlik Düzeylerine ve Laboratuar Kullanımına Yönelik Öğretmen Görüşleri. DergiPark (Istanbul University).1 indexed citations
8.
Özmen, Haluk, et al.. (2012). Using Laboratory Activities Enhanced with Concept Cartoons to Support Progression in Students' Understanding of Acid-Base Concepts.. Asia-Pacific Forum on Science Learning and Teaching. 13(1).11 indexed citations
Özmen, Haluk. (2011). Turkish primary students' conceptions about the particulate nature of matter. The International Journal of Environmental and Science Education. 6(1). 99–121.38 indexed citations
11.
Özmen, Haluk, et al.. (2011). Investigation of primary students’ motivation levels towards science learning. Science education international. 22(3). 218–232.38 indexed citations
12.
Özmen, Haluk, et al.. (2010). Üniversite Eğitiminin Girişimcilik Düşüncesinin Değişimine Etkisi: Üniversite Öğrencileri Üzerine bir Uygulama. DergiPark (Istanbul University). 2(1).3 indexed citations
13.
Metin, Mustafa & Haluk Özmen. (2010). FEN ve TEKNOLOJİ ÖĞRETMENLERİNİN PERFORMANS DEĞERLENDİRMEYE YÖNELİK HİZMET İÇİ EĞİTİM HİE İHTİYAÇLARININ BELİRLENMESİ. DergiPark (Istanbul University). 18(3). 819–838.2 indexed citations
14.
Metin, Mustafa & Haluk Özmen. (2009). Sınıf Öğretmeni Adaylarının Yapılandırmacı Kuramın 5E Modeline Uygun Etkinlikler Tasarlarken ve Uygularken Karşılaştıkları Sorunlar. DergiPark (Istanbul University).6 indexed citations
15.
Özmen, Haluk. (2008). Okul Deneyimi-I ve Okul Deneyimi -II Derslerine İlişkin Öğretmen Adaylarının Görüşleri. 25–37.4 indexed citations
Özmen, Haluk. (2005). 1990-2005 ÖSS Sınavlarındaki Kimya Sorularının Konu Alanlarına ve Bloom Taksonomisine Göre İncelenmesi. Eurasian Journal of Educational Research. 187–199.1 indexed citations
Demircioğlu, Gökhan, Haluk Özmen, & Alipaşa Ayas. (2004). Asit ve Baz Kavramları Üzerine Bir Araştırma Çerçevesinde Kimyada Karşılaşılan Kavram Yanılgıları. Educational Sciences Theory & Practice. 4(1). 57–80.3 indexed citations
20.
Özmen, Haluk, et al.. (2004). Bilgisayarlı Öğretimin Çözeltiler Konusundaki Öğrenci Başarısına Etkisi. 12(1). 57–68.7 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.