Şenol Şen

436 total citations
45 papers, 300 citations indexed

About

Şenol Şen is a scholar working on Education, Developmental and Educational Psychology and Philosophy. According to data from OpenAlex, Şenol Şen has authored 45 papers receiving a total of 300 indexed citations (citations by other indexed papers that have themselves been cited), including 34 papers in Education, 18 papers in Developmental and Educational Psychology and 8 papers in Philosophy. Recurrent topics in Şenol Şen's work include Science Education and Pedagogy (16 papers), Education and Critical Thinking Development (13 papers) and Educational Strategies and Epistemologies (10 papers). Şenol Şen is often cited by papers focused on Science Education and Pedagogy (16 papers), Education and Critical Thinking Development (13 papers) and Educational Strategies and Epistemologies (10 papers). Şenol Şen collaborates with scholars based in Türkiye and United States. Şenol Şen's co-authors include Ayhan Yılmaz, Özge Özyalçın Oskay, Ömer Geban and Emine Erdem and has published in prestigious journals such as Journal of Chemical Education, Interactive Learning Environments and European Journal of Psychology of Education.

In The Last Decade

Şenol Şen

36 papers receiving 283 citations

Peers

Şenol Şen

EDUCA

DEP

PHILO

Zübeyde Demet Kırbulut Türkiye

Justin Wageman United States

Götz Krummheuer Germany

Hülya Demircioğlu Türkiye

Nihat Boz Türkiye

Jennifer McGee United States

Phyllis Whitin United States

Sadiq Abdulwahed Ahmed Ismail United Arab Emirates

Ban Heng Choy Singapore

Anastasia Panayiotou Cyprus

Zübeyde Demet Kırbulut Türkiye

Şenol Şen

296 ×1.2

EDUCA

99 ×1.1

DEP

17 ×0.5

47 ×2.2

19 ×1.0

PHILO

Citations per year, relative to Şenol Şen Şenol Şen (= 1×) peers Zübeyde Demet Kırbulut

Countries citing papers authored by Şenol Şen

Since Specialization

Citations

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

Fields of papers citing papers by Şenol Şen

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Şenol Şen

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

Şen, Şenol. (2025). Preservice teachers’ concerns about inclusive education: exploring the role of teacher efficacy and resilience. European Journal of Special Needs Education. 1–20.

Şen, Şenol. (2025). Smartphone addiction as a barrier to intrinsic motivation: The role of task value and self-efficacy. Psihologija. 58(4). 481–501. 1 indexed citations

Şen, Şenol. (2023). Process oriented guided inquiry learning: A systematic review using bibliometric analysis. Biochemistry and Molecular Biology Education. 52(2). 188–197. 2 indexed citations

Şen, Şenol. (2023). Bibliometric Analysis of Concept Maps in Chemistry Education. MIER Journal of Educational Studies Trends & Practices. 27–47. 4 indexed citations

Yılmaz, Ayhan, et al.. (2023). The Impact of the 5E Learning Model Improved with Concept Maps on Motivation. Center for Educational Policy Studies Journal. 14(3). 189–211.

Yılmaz, Ayhan, et al.. (2023). Effect of 5E learning cycle assisted with concept maps on conceptual understanding. Pedagogical Research. 8(3). em0161–em0161. 5 indexed citations

Şen, Şenol, et al.. (2020). Prospective teachers' understanding of sustainable development concept: A qualitative study. New Trends and Issues Proceedings on Humanities and Social Sciences. 7(1). 169–177.

Şen, Şenol, Ayhan Yılmaz, & Ömer Geban. (2018). Self-regulated Learning Skills: Adaptation of Scale. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi. 9(4). 339–355. 1 indexed citations

Şen, Şenol, Ayhan Yılmaz, & Ömer Geban. (2016). The Effect of Process Oriented Guided Inquiry Learning (POGIL) on 11th Graders' Conceptual Understanding of Electrochemistry.. Asia-Pacific Forum on Science Learning and Teaching. 17(2). 12 indexed citations

10.

Şen, Şenol, et al.. (2016). Sorgulamaya Dayalı Laboratuvar Etkinliklerine İlişkin Öğretmen Adaylarının Görüşleri. İlköğretim Online (elektronik). 15(2). 443–468.

11.

Şen, Şenol & Ayhan Yılmaz. (2016). Devising a Structural Equation Model of Relationships between Preservice Teachers' Time and Study Environment Management, Effort Regulation, Self-Efficacy, Control of Learning Beliefs, and Metacognitive Self-Regulation.. Science education international. 27(2). 301–316. 16 indexed citations

12.

Şen, Şenol. (2016). The effect of different metacognitive skill levels on preservice chemistry teachers' motivation. Cypriot Journal of Educational Sciences. 11(3). 136–136. 4 indexed citations

13.

Şen, Şenol, et al.. (2016). Sorgulamaya Dayalı Laboratuvarlara İlişkin Öğretmen Adaylarının Görüşleri. İlköğretim Online. 15(2). 10 indexed citations

14.

Şen, Şenol & Özge Özyalçın Oskay. (2016). The Effects of 5E Inquiry Learning Activities on Achievement and Attitude toward Chemistry. Journal of Education and Learning. 6(1). 1–1. 26 indexed citations

15.

Şen, Şenol, et al.. (2016). A CONTENT ANALYSIS RELATED TO THE PROBLEM-BASED LEARNING STUDIES: THE CASE OF TURKEY. DergiPark (Istanbul University). 6 indexed citations

16.

Şen, Şenol, et al.. (2016). Adaptation of the Attitude toward the Subject of Chemistry Inventory (ASCI) into Turkish. Journal of Education and Training Studies. 4(8). 7 indexed citations

17.

Şen, Şenol, et al.. (2015). An Analysis of Prospective Chemistry Teachers’ Attitudes towards Information and Communication Technologies, and of Their Confidence in Technological and Pedagogical Content Knowledge. Participatory Educational Research. spi16(2). 1–10. 2 indexed citations

18.

Şen, Şenol & Ayhan Yılmaz. (2014). Lise ve Üniversite Öğrencilerinin Kimyaya Yönelik Motivasyonlarının İncelenmesi: Karşılaştırmalı Bir Çalışma. DergiPark (Istanbul University). 5(10). 17–37. 1 indexed citations

19.

Şen, Şenol & Ayhan Yılmaz. (2013). A Phenomenographic Study on Chemical Bonding. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi. 7(2). 144–177. 2 indexed citations

20.

Şen, Şenol, et al.. (2012). The Examination of Metacognitive Skill Levels and Usage of Learning Strategies of Preservice Chemistry Teachers. Procedia - Social and Behavioral Sciences. 46. 1445–1449. 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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