Serhat İrez

752 total citations
41 papers, 464 citations indexed

About

Serhat İrez is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Serhat İrez has authored 41 papers receiving a total of 464 indexed citations (citations by other indexed papers that have themselves been cited), including 35 papers in Education, 16 papers in Developmental and Educational Psychology and 13 papers in Social Psychology. Recurrent topics in Serhat İrez's work include Science Education and Pedagogy (24 papers), Education and Critical Thinking Development (13 papers) and Animal and Plant Science Education (13 papers). Serhat İrez is often cited by papers focused on Science Education and Pedagogy (24 papers), Education and Critical Thinking Development (13 papers) and Animal and Plant Science Education (13 papers). Serhat İrez collaborates with scholars based in Türkiye, Malaysia and United States. Serhat İrez's co-authors include Nihal Doğan, Gültekin Çakmakçı, Mustafa Çakır, William W. Cobern, Hakan Akçay, Hüseyin Köksal, Nuri Doğan, Nihal Doğan, Levent Deniz and Ajda Kahveci and has published in prestigious journals such as SHILAP Revista de lepidopterología, Science Education and Research in Science Education.

In The Last Decade

Serhat İrez

36 papers receiving 413 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Serhat İrez Türkiye	10	415	224	80	52	46	41	464
Tezcan Kartal Türkiye	12	325 0.8×	94 0.4×	59 0.7×	82 1.6×	27 0.6×	34	398
Nihal Doğan Türkiye	9	349 0.8×	192 0.9×	55 0.7×	21 0.4×	39 0.8×	33	378
Nilgün Tatar Türkiye	12	293 0.7×	101 0.5×	45 0.6×	82 1.6×	24 0.5×	39	384
Pınar Seda Çetin Türkiye	14	497 1.2×	305 1.4×	52 0.7×	31 0.6×	10 0.2×	37	537
Shiang‐Yao Liu Taiwan	6	384 0.9×	290 1.3×	66 0.8×	17 0.3×	35 0.8×	10	435
Chatree Faikhamta Thailand	13	385 0.9×	116 0.5×	35 0.4×	23 0.4×	30 0.7×	43	451
Anders Isnes Norway	3	299 0.7×	171 0.8×	42 0.5×	14 0.3×	17 0.4×	5	365
Orlando Aguiar Brazil	6	583 1.4×	371 1.7×	47 0.6×	14 0.3×	12 0.3×	22	672
Juanita Jo Matkins United States	6	335 0.8×	167 0.7×	67 0.8×	17 0.3×	58 1.3×	12	385
Vassilia Hatzinikita Greece	9	275 0.7×	151 0.7×	90 1.1×	10 0.2×	12 0.3×	35	335

Countries citing papers authored by Serhat İrez

Since Specialization

Citations

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

Fields of papers citing papers by Serhat İrez

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Serhat İrez

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

İrez, Serhat, et al.. (2023). Impact of the Context of Socioscientific Issues on Discourse Patterns Used in Science Classes. Science Insights Education Frontiers. 14(2). 2093–2117.

Çakır, Mustafa, et al.. (2023). Middle School Graduates’ Understandings of Scientific Inquiry and Its Relation to Academic Achievement. International Journal of Science and Mathematics Education. 22(1). 143–166. 6 indexed citations

Deniz, Levent, et al.. (2020). Bilim Tarihi Tutum Ölçeği: Geliştirilmesi, Geçerlik ve Güvenirlik Çalışması. Trakya Eğitim Dergisi. 10(3). 835–853. 2 indexed citations

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

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

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

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

Doğan, Nihal, et al.. (2018). Öğretmen Mesleki Gelişim Programına Genel Bir Bakış: Model, Süreç, Engel, Teori ve Uygulama. DergiPark (Istanbul University). 1 indexed citations

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.

İrez, Serhat, et al.. (2017). Biology Teachers’ Understanding of Socioscientific Issues. DergiPark (Istanbul University). 833–860. 8 indexed citations

12.

Doğan, Nihal, et al.. (2016). Bilimin Doğasıyla İlgili 1998-2012 Yılları Arasında Türkiye’de Yapılan Çalışmaların Değerlendirmesi. DergiPark (Istanbul University). 24(1). 17–36. 2 indexed citations

13.

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

14.

İrez, Serhat, et al.. (2011). Exploring Nature of Science Understandings of Turkish Pre-service Science Teachers. DergiPark (Istanbul University). 1 indexed citations

15.

İrez, Serhat, et al.. (2011). Educational reforms as paradigm shifts: Utilizing kuhnian lenses for a better understanding of the meaning of, and resistance to, educational change. The International Journal of Environmental and Science Education. 6(3). 251–266. 12 indexed citations

16.

İrez, Serhat, et al.. (2011). Biyoloji Öğretmen Adaylarının Evrim Teorisi’ne ve Bilimin Doğasına Bakış Açıları Üzerine Bir Araştırma. EĞİTİM VE BİLİM. 36(162). 1 indexed citations

17.

İrez, Serhat & Mustafa Çakır. (2010). HORIZON OF SCIENCE EDUCATION REFORM IN TURKEY: CHALLENGES AHEAD. DergiPark (Istanbul University). 11(4). 79–96. 3 indexed citations

18.

Akçay, Hakan, et al.. (2010). The Impact of the Issue of Demarcation on Pre-service Teachers' Beliefs on the Nature of Science. Educational Sciences Theory & Practice. 10(4). 2653–2663. 8 indexed citations

19.

Kahveci, Ajda, et al.. (2010). Evaluation of Faculty-School Partnership Model: Pre-service Science Teachers’ Views. Journal of Turkish Science Education. 7(4). 148–168.

20.

İrez, Serhat. (2008). Nature of science as depicted in Turkish biology textbooks. Science Education. 93(3). 422–447. 111 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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