Oğuz Serin

598 total citations
39 papers, 411 citations indexed

About

Oğuz Serin is a scholar working on Education, Philosophy and Speech and Hearing. According to data from OpenAlex, Oğuz Serin has authored 39 papers receiving a total of 411 indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Education, 21 papers in Philosophy and 12 papers in Speech and Hearing. Recurrent topics in Oğuz Serin's work include Education Practices and Challenges (21 papers), Problem Solving Skills Development (12 papers) and Teacher Professional Development and Motivation (10 papers). Oğuz Serin is often cited by papers focused on Education Practices and Challenges (21 papers), Problem Solving Skills Development (12 papers) and Teacher Professional Development and Motivation (10 papers). Oğuz Serin collaborates with scholars based in Cyprus, Türkiye and Cambodia. Oğuz Serin's co-authors include Faruk Şahin, Asuman Seda Saracaloğlu and Ali Ceylan and has published in prestigious journals such as Frontiers in Psychology, Education Sciences and Eurasian Journal of Educational Research.

In The Last Decade

Oğuz Serin

33 papers receiving 336 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Oğuz Serin Cyprus	11	239	87	75	73	61	39	411
Gürbüz Ocak Türkiye	11	384 1.6×	50 0.6×	85 1.1×	73 1.0×	193 3.2×	121	510
Gülşah Başol Türkiye	12	233 1.0×	38 0.4×	27 0.4×	48 0.7×	74 1.2×	32	358
Hüseyin Kotaman Türkiye	11	257 1.1×	45 0.5×	36 0.5×	124 1.7×	41 0.7×	45	356
Seher Yalçın Türkiye	9	312 1.3×	68 0.8×	39 0.5×	125 1.7×	79 1.3×	51	481
Klára Šeďová Czechia	11	604 2.5×	53 0.6×	64 0.9×	183 2.5×	22 0.4×	78	719
Wil Meeus Belgium	12	298 1.2×	30 0.3×	49 0.7×	78 1.1×	13 0.2×	38	421
Janet Scull Australia	12	385 1.6×	44 0.5×	74 1.0×	151 2.1×	23 0.4×	51	521
Roman Švaříček Czechia	11	507 2.1×	35 0.4×	60 0.8×	144 2.0×	17 0.3×	47	628
Başak Bağlama Cyprus	11	188 0.8×	28 0.3×	68 0.9×	44 0.6×	30 0.5×	41	313
Tom Harrison United Kingdom	12	243 1.0×	83 1.0×	56 0.7×	30 0.4×	42 0.7×	37	423

Countries citing papers authored by Oğuz Serin

Since Specialization

Citations

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

Fields of papers citing papers by Oğuz Serin

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Oğuz Serin

This figure shows the co-authorship network connecting the top 25 collaborators of Oğuz Serin. A scholar is included among the top collaborators of Oğuz Serin 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 Oğuz Serin. Oğuz Serin 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

Serin, Oğuz, et al.. (2022). The role of perceived ICT competencies on primary school pre-service teachers' integrated STEM teaching intentions. Participatory Educational Research. 9(6). 221–247. 3 indexed citations

Serin, Oğuz, et al.. (2022). COVID-19 Impact on Teachers’ Organizational Commitment in Schools. Frontiers in Psychology. 13. 810015–810015. 7 indexed citations

Serin, Oğuz, et al.. (2020). Transformation in Primary School Sciences Education in the Transition Process from the Empire to the Republic: Science Education in 1924 Primary School Curriculum. Cypriot Journal of Educational Sciences. 15(3). 587–603. 3 indexed citations

Serin, Oğuz, et al.. (2019). Determination of learning styles and achievements of talented students in the fields of science and mathematics. Cypriot Journal of Educational Sciences. 14(1). 80–89. 6 indexed citations

Serin, Oğuz, et al.. (2018). FEN VE TEKNOLOJİ DERSİNDE PROJE TABANLI ÖĞRENME YÖNTEMİ KULLANIMININ İLKÖĞRETİM 5. SINIF ÖĞRENCİLERİNİN FEN VE TEKNOLOJİ DERSİNE YÖNELİK TUTUMLARINA, DERS BAŞARISINA VE KAVRAM YANILGILARININ GİDERİLMESİNE ETKİSİ. 7(2). 3 indexed citations

Serin, Oğuz, et al.. (2016). TEACHER CANDIDATES' INFORMATION LITERACY SELF-EFFICACY. DergiPark (Istanbul University). 9 indexed citations

Serin, Oğuz, et al.. (2015). THE EFFECT OF COMPUTER-ASSISTED SCIENCE INSTRUCTION ATTITUDE TOWARDS SCIENCE AND THE COMPUTER. 4(3).

Serin, Oğuz, et al.. (2014). Fen grubu öğretmen adaylarının mesleğe yönelik tutumlarının karşılaştırılması. Dspace Repository (Marmara Üniversitesi). 1 indexed citations

Serin, Oğuz, et al.. (2013). The Comparison of Science Teacher Candidates Attitudes towards the Teaching Profession. DergiPark (Istanbul University). 1 indexed citations

10.

Serin, Oğuz. (2013). The Critical Thinking Skills of Teacher Candidates Turkish Republic of Northern Cyprus Sampling. Eurasian Journal of Educational Research. 231–248. 19 indexed citations

11.

Serin, Oğuz. (2012). Mobile Learning Perceptions of the Prospective Teachers (Turkish Republic of Northern Cyprus Sampling). The turkish online journal of educational technology. 11(3). 222–233. 26 indexed citations

12.

Serin, Oğuz, et al.. (2012). RELATIONSHIP BETWEEN INTELLIGENCE AREAS AND INTERPERSONAL PROBLEM SOLVING SKILLS ACCORDING TO MULTIPLE INTELLIGENCES THEORY. 1(2). 2 indexed citations

13.

Serin, Oğuz, et al.. (2011). ÜNIVERSITE Ö?RENCILERININ ÖFKE DÜZEYLERYNYN YNCELENMESY. Education Sciences. 6(1). 1142–1151.

14.

Serin, Oğuz. (2011). The Effects of the Computer-Based Instruction on the Achievement and Problem Solving Skills of the Science and Technology Students.. The turkish online journal of educational technology. 10(1). 183–201. 75 indexed citations

15.

Serin, Oğuz. (2010). Sınıf Öğretmenlerinin Problem Çözme Becerilerinin Çeşitli Değişkenler Açısından İncelenmesi. EĞİTİM VE BİLİM. 31(142). 80–88. 5 indexed citations

16.

Serin, Oğuz, et al.. (2010). İlköğretim Düzeyindeki Çocuklar İçin Problem Çözme Envanteri'nin (ÇPÇE) Geliştirilmesi. İlköğretim Online (elektronik). 9(2). 446–458. 31 indexed citations

17.

Serin, Oğuz, et al.. (2005). Eğitim Fakülteleri İlköğretim Bölümü Öğrencilerinin Fen Bilimlerine Yönelik Tutumlarının Bazı Değişkenler Açısından Karşılaştırılması. EĞİTİM VE BİLİM. 30(138). 38–44. 2 indexed citations

18.

Serin, Oğuz, et al.. (2005). EĞİTİM BİLİMLERİ ENSTİTÜSÜ LİSANSÜSTÜ ÖĞRENCİLERİNİN PROBLEM ÇÖZME ve DENETİM ODAĞI DÜZEYLERİNİN BAZI DEĞİŞKENLER AÇISINDAN İNCELENMESİ. DergiPark (Istanbul University). 1 indexed citations

19.

Saracaloğlu, Asuman Seda, et al.. (2004). Öğretmen Adaylarının Mesleğe Yönelik Tutumlarını Etkileyen Faktörler. 29(311). 16–27. 9 indexed citations

20.

Saracaloğlu, Asuman Seda, et al.. (2002). ÖĞRETMEN ADAYLARININ FEN BİLİMLERİNE YÖNELİK TUTUMLARI İLE BAŞARILARI ARASINDAKİ İLİŞKİ. Ege Eğitim Dergisi. 1(2). 8 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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