M. Sencer Çorlu

497 total citations
30 papers, 303 citations indexed

About

M. Sencer Çorlu is a scholar working on Education, Developmental and Educational Psychology and Philosophy. According to data from OpenAlex, M. Sencer Çorlu has authored 30 papers receiving a total of 303 indexed citations (citations by other indexed papers that have themselves been cited), including 25 papers in Education, 6 papers in Developmental and Educational Psychology and 5 papers in Philosophy. Recurrent topics in M. Sencer Çorlu's work include Education and Critical Thinking Development (6 papers), Science Education and Pedagogy (6 papers) and Education Practices and Challenges (4 papers). M. Sencer Çorlu is often cited by papers focused on Education and Critical Thinking Development (6 papers), Science Education and Pedagogy (6 papers) and Education Practices and Challenges (4 papers). M. Sencer Çorlu collaborates with scholars based in Türkiye, United States and Norway. M. Sencer Çorlu's co-authors include Robert M. Capraro, Mary Margaret Capraro, James Morgan, Kristin Shawn Huggins, Sunyoung Han, James Joseph Scheurich, Alipaşa Ayas, Deniz Ortaçtepe, Aikaterini Michou and Mehmet C. Ayar and has published in prestigious journals such as SHILAP Revista de lepidopterología, Learning and Individual Differences and The Journal of Educational Research.

In The Last Decade

M. Sencer Çorlu

29 papers receiving 274 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
M. Sencer Çorlu Türkiye 9 245 57 49 26 22 30 303
Zeynep Koyunlu Ünlü Türkiye 9 185 0.8× 30 0.5× 84 1.7× 60 2.3× 57 2.6× 27 285
Hilal Aktamış Türkiye 10 330 1.3× 38 0.7× 92 1.9× 13 0.5× 11 0.5× 46 402
Havva Yamak Türkiye 9 323 1.3× 92 1.6× 90 1.8× 22 0.8× 12 0.5× 25 382
Fatma Kayan Fadlelmula Qatar 8 168 0.7× 21 0.4× 76 1.6× 25 1.0× 35 1.6× 27 279
Chatree Faikhamta Thailand 13 385 1.6× 23 0.4× 116 2.4× 17 0.7× 23 1.0× 43 451
Susanne Walan Sweden 11 173 0.7× 15 0.3× 60 1.2× 39 1.5× 15 0.7× 28 266
Hasan BAKIRCI Türkiye 12 358 1.5× 155 2.7× 63 1.3× 39 1.5× 8 0.4× 70 428
Frank Banks United Kingdom 11 254 1.0× 13 0.2× 55 1.1× 23 0.9× 14 0.6× 25 331
Do‐Yong Park United States 7 229 0.9× 11 0.2× 73 1.5× 28 1.1× 16 0.7× 19 279
Deniz Atal Türkiye 6 209 0.9× 18 0.3× 50 1.0× 18 0.7× 8 0.4× 17 291

Countries citing papers authored by M. Sencer Çorlu

Since Specialization
Citations

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

Fields of papers citing papers by M. Sencer Çorlu

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by M. Sencer Çorlu. 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 M. Sencer Çorlu. The network helps show where M. Sencer Çorlu may publish in the future.

Co-authorship network of co-authors of M. Sencer Çorlu

This figure shows the co-authorship network connecting the top 25 collaborators of M. Sencer Çorlu. A scholar is included among the top collaborators of M. Sencer Çorlu 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 M. Sencer Çorlu. M. Sencer Çorlu 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.
Çorlu, M. Sencer, et al.. (2023). An investigation into high school mathematics teachers and inclusive education for students with visual impairments. British Journal of Visual Impairment. 42(1). 124–134. 1 indexed citations
2.
Çorlu, M. Sencer, et al.. (2023). The earlySTEM Program: An Evaluation Through Teacher Perceptions. Canadian Journal of Science Mathematics and Technology Education. 23(1). 145–160. 1 indexed citations
3.
Çorlu, M. Sencer, et al.. (2023). Expressed Willingness of STEM Teachers to Teach Engineering. Purdue e-Pubs (Purdue University System). 13(1). 1 indexed citations
4.
Çorlu, M. Sencer, et al.. (2018). Voicing Mathematics Teachers: A Holistic Overview of Their Early Career Challenges. Educational Sciences Theory & Practice. 6 indexed citations
5.
Ortaçtepe, Deniz, et al.. (2016). The Effect of L1 on the Production of L2 Formulaic Expressions. Bilkent University Institutional Repository (Bilkent University). 6(1). 34–48. 1 indexed citations
6.
Çorlu, M. Sencer, et al.. (2016). Investigating the Impact of International General Certifcate of Secondary Education Scores and Gender on the Diploma Program Scores in Mathematics and Science. International Journal of Educational Reform. 25(3). 250–264. 2 indexed citations
7.
Çorlu, M. Sencer, et al.. (2015). A Longitudinal Study of the Relationship between Mathematics and Science Scores: The Case of Texas. SHILAP Revista de lepidopterología. 2(1). 13–21. 3 indexed citations
8.
Çorlu, M. Sencer, et al.. (2015). On Mathematics and Culture: Insights from an International School. Journal of Humanistic Mathematics. 5(1). 223–232. 2 indexed citations
9.
Çorlu, M. Sencer, et al.. (2015). An exploratory study of visually impaired students’ perceptions of inclusive mathematics education. British Journal of Visual Impairment. 33(3). 212–219. 6 indexed citations
10.
Çorlu, M. Sencer, Robert M. Capraro, & Mary Margaret Capraro. (2014). FeTeMM Eğitimi ve Alan Öğretmeni Eğitimine Yansımaları. EĞİTİM VE BİLİM. 39(171). 1 indexed citations
11.
Ayar, Mehmet C., et al.. (2014). Clarifying the Relationship between Teacher Movement and Culture: Four Teacher Profiles. Bilkent University Institutional Repository (Bilkent University). 34(1). 67–74. 1 indexed citations
12.
13.
Çorlu, M. Sencer. (2014). Call for Manuscripts on STEM Education. Turkish Journal of Education. 3(1). 7 indexed citations
14.
Ayas, Alipaşa, et al.. (2013). MATHEMATICS AND SCIENCE ASSESSMENT IN THE TURKISH EDUCATIONAL SYSTEM: An Overview. Bilkent University Institutional Repository (Bilkent University). 8(2). 11–23. 1 indexed citations
15.
Çorlu, M. Sencer. (2013). Describing the Dynamic Nature of Mathematics as a Cultural Product. Bilkent University Institutional Repository (Bilkent University). 32(2). 72. 1 indexed citations
16.
Çorlu, M. Sencer. (2013). Insights into STEM Education Praxis: An Assessment Scheme for Course Syllabi.. Educational Sciences Theory & Practice. 13(4). 2477–2485. 21 indexed citations
17.
Çorlu, M. Sencer, et al.. (2013). Defining innovation literacy: do robotics programs help students develop innovation literacy skills?. Bilkent University Institutional Repository (Bilkent University). 5(1). 1–9. 28 indexed citations
18.
Ayas, Alipaşa, et al.. (2013). MATHEMATICS AND SCIENCE ASSESSMENT IN THE TURKISH EDUCATIONAL SYSTEM. 8(2). 11–23. 1 indexed citations
19.
Çorlu, M. Sencer, et al.. (2012). Scientific Inquiry Based Professional Development Models in Teacher Education.. Educational Sciences Theory & Practice. 12(1). 514–521. 33 indexed citations
20.
Çorlu, M. Sencer, et al.. (2011). Developing Computational Fluency with the Help of Science: A Turkish Middle and High School Grades Study.. ˜The œturkish online journal of educational technology. 10(2). 72–81. 4 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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