Nihal Doğan

516 total citations
33 papers, 378 citations indexed

About

Nihal Doğan is a scholar working on Education, Developmental and Educational Psychology and Philosophy. According to data from OpenAlex, Nihal Doğan has authored 33 papers receiving a total of 378 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Education, 15 papers in Developmental and Educational Psychology and 8 papers in Philosophy. Recurrent topics in Nihal Doğan's work include Science Education and Pedagogy (16 papers), Education and Critical Thinking Development (12 papers) and Educational Strategies and Epistemologies (8 papers). Nihal Doğan is often cited by papers focused on Science Education and Pedagogy (16 papers), Education and Critical Thinking Development (12 papers) and Educational Strategies and Epistemologies (8 papers). Nihal Doğan collaborates with scholars based in Türkiye, United States and Malaysia. Nihal Doğan's co-authors include Fouad Abd‐El‐Khalick, Serhat İrez, Pınar Seda Çetin, Gültekin Çakmakçı, William W. Cobern, Ángel Vázquez Alonso, María Antonia Manassero Más, Jale Çakıroğlu, Mehmet Bahar and Nuri Doğan and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Research in Science Teaching and Research in Science Education.

In The Last Decade

Nihal Doğan

31 papers receiving 342 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Nihal Doğan Türkiye 9 349 192 55 39 22 33 378
Betül Demırdöğen Türkiye 12 322 0.9× 171 0.9× 37 0.7× 27 0.7× 23 1.0× 31 368
Feral Ogan‐Bekiroglu Türkiye 11 385 1.1× 146 0.8× 31 0.6× 18 0.5× 21 1.0× 34 421
Ingrid Weiland United States 9 308 0.9× 149 0.8× 42 0.8× 28 0.7× 13 0.6× 14 335
Silvija Markic Germany 11 286 0.8× 152 0.8× 26 0.5× 28 0.7× 23 1.0× 20 345
Chatree Faikhamta Thailand 13 385 1.1× 116 0.6× 35 0.6× 30 0.8× 42 1.9× 43 451
Hakan Türkmen Türkiye 9 238 0.7× 147 0.8× 117 2.1× 26 0.7× 25 1.1× 41 313
Nazan Bautista United States 8 219 0.6× 89 0.5× 42 0.8× 41 1.1× 27 1.2× 15 287
Diane Silva Pimentel United States 4 420 1.2× 286 1.5× 24 0.4× 27 0.7× 16 0.7× 7 461
Shiang‐Yao Liu Taiwan 6 384 1.1× 290 1.5× 66 1.2× 35 0.9× 9 0.4× 10 435
Vivien Mweene Chabalengula United States 9 258 0.7× 104 0.5× 24 0.4× 18 0.5× 10 0.5× 25 297

Countries citing papers authored by Nihal Doğan

Since Specialization
Citations

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

Fields of papers citing papers by Nihal Doğan

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Nihal Doğan

This figure shows the co-authorship network connecting the top 25 collaborators of Nihal Doğan. A scholar is included among the top collaborators of Nihal Doğan 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 Nihal Doğan. Nihal Doğan 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
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Doğan, Nihal, et al.. (2020). Ortaokul Öğrencilerinin Bilimsel Sorgulama Görüşleri: Cinsiyet, Sınıf Düzeyi ve Okul Türü Değişkenlerinin İncelenmesi. Pamukkale University Journal of Education. 49. 162–189. 5 indexed citations
4.
Doğan, Nihal, et al.. (2019). Teachers’ Beliefs About Learning and Teaching Nature of Science: Professional Development Program. TED EĞİTİM VE BİLİM. 44(198). 291–307. 5 indexed citations
5.
Doğan, Nihal, et al.. (2019). A five-level design for evaluating professional development programs: Teaching and learning about nature of science. Issues in educational research. 29(2). 402–426. 2 indexed citations
6.
Doğan, Nihal, et al.. (2019). Mesleki Gelişim Programının Fen Bilimleri Öğretmenlerinin Sınıf İçi Performansına Etkisi: Bilimin Doğası Öğretimi. Pamukkale University Journal of Education. 46(46). 307–327. 1 indexed citations
7.
Cobern, William W., et al.. (2018). Improving science teachers’ nature of science views through an innovative continuing professional development program. International Journal of STEM Education. 5(1). 30–30. 46 indexed citations
8.
Doğan, Nihal, et al.. (2018). Öğretmen Mesleki Gelişim Programına Genel Bir Bakış: Model, Süreç, Engel, Teori ve Uygulama. DergiPark (Istanbul University). 1 indexed citations
9.
İrez, Serhat, et al.. (2018). Assessing teachers' competencies in identifying aspects of nature of science in educational critical scenarios. SHILAP Revista de lepidopterología. 29(4). 274–283. 3 indexed citations
10.
Doğan, Nihal, et al.. (2017). A Contextualized Nature of Science Classroom Activity: Junk Food!. SHILAP Revista de lepidopterología. 2 indexed citations
11.
Doğan, Nihal, et al.. (2017). Exploration of the Factors Influential on the Scientific Literacy Achievement of Turkish Students in PISA. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi. 11(1). 320–339. 5 indexed citations
12.
Doğan, Nihal, et al.. (2014). WHAT DID WE DO BETWEEN 1998-2012 IN TURKEY? A REVIEW OF THE RESEARCH ON NATURE OF SCIENCE. Dspace Repository (Marmara Üniversitesi). 4342–4342. 4 indexed citations
13.
Çetin, Pınar Seda, et al.. (2014). The Quality of Pre-service Science Teachers’ Argumentation: Influence of Content Knowledge. Journal of Science Teacher Education. 25(3). 309–331. 32 indexed citations
14.
Doğan, Nihal, et al.. (2012). İlköğretim 4, 5 ve 6. Sınıf Öğrencilerinin Biyoçeşitlilik Konusunda Farkındalıklarının Çeşitli Değişkenlere Göre İncelenmesi: Bolu İli Örneği. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 11(2). 239–256. 2 indexed citations
15.
Doğan, Nihal, et al.. (2011). Öğretmenlerin Bilimin Doğası Hakkındaki Görüşlerinin Geliştirilmesi: Hizmetiçi Eğitim Programının Etkisi. DergiPark (Istanbul University). 40(40). 127–139. 3 indexed citations
16.
Doğan, Nihal, et al.. (2010). Tarihsel Yaklaşımın 7. Sınıf Öğrencilerinin Bilimin Doğası Hakkındaki Görüşlerinin Geliştirmesine Etkisi. KIRŞEHİR EĞİTİM FAKÜLTESİ DERGİSİ. 11(4). 187–208. 2 indexed citations
17.
Doğan, Nihal, et al.. (2010). Effects of the evidence-based history teaching on Turkish primary students’ perception of history and related concepts. Procedia - Social and Behavioral Sciences. 2(2). 4677–4682. 1 indexed citations
18.
Çakıroğlu, Jale, et al.. (2009). Influence of In-Service Teacher Education Program on Science Teachers’ Views of Nature of Science. The International Journal of Learning Annual Review. 16(10). 597–606. 8 indexed citations
19.
Doğan, Nihal & Fouad Abd‐El‐Khalick. (2008). Turkish grade 10 students' and science teachers' conceptions of nature of science: A national study. Journal of Research in Science Teaching. 45(10). 1083–1112. 168 indexed citations
20.
Doğan, Nihal, et al.. (2006). İşbirliğine Dayalı Öğrenme Tekniklerinin Onuncu Sınıf Öğrencilerinin Sinir Sistemi Konusunu Öğrenmelerine Etkisi. Eurasian Journal of Educational Research. 1–9. 1 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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