Hüseyin Ateş

1.0k total citations
42 papers, 660 citations indexed

About

Hüseyin Ateş is a scholar working on Education, Philosophy and Developmental and Educational Psychology. According to data from OpenAlex, Hüseyin Ateş has authored 42 papers receiving a total of 660 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 9 papers in Philosophy and 8 papers in Developmental and Educational Psychology. Recurrent topics in Hüseyin Ateş's work include Education Practices and Challenges (9 papers), Environmental Education and Sustainability (6 papers) and Technology-Enhanced Education Studies (6 papers). Hüseyin Ateş is often cited by papers focused on Education Practices and Challenges (9 papers), Environmental Education and Sustainability (6 papers) and Technology-Enhanced Education Studies (6 papers). Hüseyin Ateş collaborates with scholars based in Türkiye, Colombia and United States. Hüseyin Ateş's co-authors include Juan Garzón, Ömer Nezih Gerek, Rabia Meryem Yılmaz, Γεώργιος Λαμπρόπουλος, Sibel Saraçoğlu and Neslihan Özbek and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Public Administration Research and Theory and Journal of Computer Assisted Learning.

In The Last Decade

Hüseyin Ateş

39 papers receiving 635 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Hüseyin Ateş Türkiye 14 206 189 143 140 101 42 660
Cecilia Katzeff Sweden 16 206 1.0× 100 0.5× 49 0.3× 102 0.7× 48 0.5× 32 745
Luis‐Alberto Casado‐Aranda Spain 16 46 0.2× 234 1.2× 165 1.2× 289 2.1× 182 1.8× 31 984
Tomayess Issa Australia 14 30 0.1× 45 0.2× 159 1.1× 158 1.1× 155 1.5× 62 595
Rahul Govind Australia 13 36 0.2× 272 1.4× 146 1.0× 137 1.0× 57 0.6× 32 717
Irene Roozen Belgium 14 64 0.3× 259 1.4× 269 1.9× 160 1.1× 40 0.4× 42 810
Markus Weinmann Liechtenstein 12 45 0.2× 178 0.9× 16 0.1× 303 2.2× 93 0.9× 30 867
Jaz Hee-jeong Choi Australia 18 41 0.2× 96 0.5× 50 0.3× 152 1.1× 93 0.9× 71 859
José Antonio Folgado-Fernández Spain 16 29 0.1× 198 1.0× 80 0.6× 632 4.5× 58 0.6× 36 1.1k
Grațiela Dana Boca Romania 8 111 0.5× 71 0.4× 110 0.8× 100 0.7× 39 0.4× 28 464
Wing Mui Winnie So Hong Kong 20 159 0.8× 33 0.2× 791 5.5× 111 0.8× 151 1.5× 99 1.3k

Countries citing papers authored by Hüseyin Ateş

Since Specialization
Citations

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

Fields of papers citing papers by Hüseyin Ateş

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Hüseyin Ateş

This figure shows the co-authorship network connecting the top 25 collaborators of Hüseyin Ateş. A scholar is included among the top collaborators of Hüseyin Ateş 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 Hüseyin Ateş. Hüseyin Ateş 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.
Ateş, Hüseyin, et al.. (2025). Proposing a conceptual model for the adoption of artificial intelligence by teachers in STEM education. Interactive Learning Environments. 33(6). 4020–4046. 7 indexed citations
2.
Ateş, Hüseyin, et al.. (2025). The convergence of GETAMEL and protection motivation theory: A study on augmented reality-based gamification adoption among science teachers. Education and Information Technologies. 30(12). 17361–17403. 2 indexed citations
3.
Ateş, Hüseyin, et al.. (2025). Exploring adoption of humanoid robots in education: UTAUT-2 and TOE models for science teachers. Education and Information Technologies. 30(9). 12765–12806. 6 indexed citations
4.
Ateş, Hüseyin, et al.. (2024). Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement. Journal of Computer Assisted Learning. 40(3). 1052–1067. 10 indexed citations
5.
Ateş, Hüseyin, et al.. (2023). A unified framework for understanding teachers’ adoption of robotics in STEM education. Education and Information Technologies. 29(11). 1–27. 11 indexed citations
6.
Ateş, Hüseyin, Juan Garzón, & Γεώργιος Λαμπρόπουλος. (2023). Evaluating science teachers’ flipped learning readiness: a GETAMEL approach test. Interactive Learning Environments. 32(10). 6283–6300. 8 indexed citations
7.
Ateş, Hüseyin, et al.. (2023). Advantages and Challenges of STEM Education in K-12: Systematic Review and Research Synthesis. International Journal of Research in Education and Science. 9(2). 283–307. 13 indexed citations
8.
Ateş, Hüseyin, et al.. (2023). Öğretmen Adaylarının STEM Eğitimine Yönelik Öz-Yeterlik ve Endişe Düzeylerinin İncelenmesi. Türk Eğitim Bilimleri Dergisi. 21(1). 478–504. 2 indexed citations
9.
Ateş, Hüseyin, et al.. (2021). Understanding Pre-Service Teachers’ Mobile Learning Readiness Using Theory of Planned Behavior. SHILAP Revista de lepidopterología. 22 indexed citations
10.
Ateş, Hüseyin, et al.. (2021). DETERMINANTS OF SCIENCE TEACHERS’ HEALTHY EATING BEHAVIORS: COMBINING HEALTH BELIEF MODEL AND THEORY OF PLANNED BEHAVIOR. Journal of Baltic Science Education. 20(4). 573–589. 6 indexed citations
11.
Ateş, Hüseyin & Juan Garzón. (2021). Drivers of teachers’ intentions to use mobile applications to teach science. Education and Information Technologies. 27(2). 2521–2542. 29 indexed citations
12.
Ateş, Hüseyin, et al.. (2019). Ders Materyali Olarak TRT Çocuk Dergisinin Sosyal Bilgiler Programı Açısından İncelenmesi. DergiPark (Istanbul University). 2(1). 76–103. 1 indexed citations
13.
Ateş, Hüseyin, et al.. (2019). Türk Eğitim Sisteminde Geçmişten Günümüze Üstün Yetenekliler için Yapılan Uygulamalar. DergiPark (Istanbul University). 2(2). 253–273. 1 indexed citations
14.
Ateş, Hüseyin, et al.. (2019). Special Education Teachers’ Self-efficacy Beliefs Toward Science Course. SHILAP Revista de lepidopterología. 30(4). 241–250. 4 indexed citations
15.
Ateş, Hüseyin. (2019). Fen Bilimleri Dersi Öğretim Programının Sürdürülebilir Kalkınma Eğitimi Açısından Analizi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi dergisi. XVI(1). 101–127. 13 indexed citations
16.
Ateş, Hüseyin, et al.. (2018). INVESTIGATING OF PRE-SERVICE SCIENCE TEACHERS’ BELIEFS ON EDUCATION FOR SUSTAINABLE DEVELOPMENT AND SUSTAINABLE BEHAVIORS. DergiPark (Istanbul University). 5 indexed citations
17.
Ateş, Hüseyin. (2018). Fen Bilgisi ve Sosyal Bilgiler Öğretmen Adaylarının Sürdürülebilir Tüketim Davranışlarının ve Bilgi Düzeylerinin Araştırılması. Uludağ Üniversitesi Eğitim Fakültesi Dergisi. 31(2). 507–531. 13 indexed citations
18.
Ateş, Hüseyin. (2018). Analysis of the Science Curriculum in terms of Education for Sustainable Development. DergiPark (Istanbul University). 2 indexed citations
19.
Ateş, Hüseyin, et al.. (2017). Science Teachers' Perceptions toward Discrepant Events Applied in Science Education.. Asia-Pacific Forum on Science Learning and Teaching. 18(2). 1 indexed citations
20.
Ateş, Hüseyin, et al.. (2016). Pre-Service Science Teachers' Views about Nuclear Energy with Respect to Gender and University Providing Instruction.. Science education international. 27(2). 238–252. 3 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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