Publications

Preservice teachers’ perceptions about the use of blended learning in a science education methods course

Yılmaz, Ö. & Malone, K.L. — Smart Learning Environments, 7(18), 2020

• Effectiveness of blended learning in a science teaching methods course in Turkey was tested using quantitative methods.
• Preservice teachers’ perceptions toward blended learning were found to be positive.
• Blended learning enhanced student engagement through flexible access to course materials.

Management and Change Dynamics in Education

Yılmaz, Ö. — Book Chapter — Eğitimde Yönetim ve Değişim Dinamikleri, 2024

• The potential of AI-powered educational tools in personalizing the learning experience was analyzed.
• A framework for how AI systems can provide adaptive feedback based on student needs was proposed.
• Practical recommendations for integrating AI technologies into classroom environments were presented.

Science Teachers’ Knowledge About Models and Modelling — A Comparison Study Between Turkey and the United States

Yılmaz, Ö. & Malone, K.L. — Research in Science Education, 50, 2020

• Turkish and American science teachers’ knowledge about models and modelling was compared.
• Significant differences were found in the conceptualization and classroom use of scientific models between countries.
• Recommendations for developing modelling practices in science education across cultural contexts were provided.

Teaching Strategies and Methods Preferred by Science Teachers: Perspectives of Pre-service Science Teachers

Yılmaz, Ö. — Journal of Education Faculty (Erzincan), 2021

• Science teachers’ preferred instructional strategies, methods, and techniques were examined.
• Pre-service teachers emphasized the importance of inquiry-based and student-centered approaches.
• Practical implications for science teacher education programs were discussed.

Blended Learning in Science Education: A Laboratory Application in General Chemistry

Yılmaz, Ö. — Journal of Education Faculty (Erzincan), 2017

• Effectiveness of a blended learning approach in general chemistry laboratory practices was investigated.
• Blended learning model significantly increased student engagement in lab settings.
• Students reported higher satisfaction with flexible access to pre-lab materials and post-lab reflections.

Exploring Middle School Students’ Perceptions of Scientific Models and Modelling: Recall, Preference, and Impact

Yılmaz, Ö. & Malone, K.L. — Submitted / Under Review, 2025

• Middle school students’ understanding of scientific models and modelling was analyzed in depth.
• Students recalled and preferred visual and physical models over abstract or mathematical ones.
• Implications for developing age-appropriate modelling activities in science curricula were discussed.

Management and Change Dynamics in Education

Yılmaz, Ö. — Book Chapter, 2024

• Examined AI-powered tools for personalizing learning experiences.
• Proposed a framework for adaptive feedback based on student needs.
• Provided practical recommendations for AI integration in classrooms.

Science Teachers’ Knowledge About Models and Modelling

Yılmaz, Ö. & Malone, K.L. — In: Handbook of Research on Science Education (Contributor), 2020

• Comprehensive review of how science teachers understand and use models in their instruction.
• Identified key gaps in teachers’ modelling knowledge across different educational contexts.
• Proposed professional development strategies for enhancing modelling practices.

Teachers’ Competence in Using Educational Technologies: The Case of Science Education Teachers in Turkey

Yılmaz, Ö. & Bulut, T. — ESERA 2023, Cappadocia, Turkey, 2023

• Investigated science teachers’ competence in using educational technologies in Turkey.
• Self-efficacy levels in technology integration were found to be related to experience and training.
• Recommendations for developing technology-enhanced teaching practices were presented.

A Three Country Comparison of Science Teachers’ Beliefs about Authentic Science Practices

Malone, K., Yılmaz, Ö. et al. — ESERA 2019, Bologna, Italy, 2019

• Compared science teachers’ beliefs about authentic science practices across Turkey, the US, and Kyrgyzstan.
• Significant differences in views on model use and scientific practices were identified across countries.
• The influence of cultural context on teacher beliefs was demonstrated.

Modelling in STEM: The Tale of Two Countries in Central Asia

Malone, K., Yılmaz, Ö. et al. — ESERA 2019, Bologna, Italy, 2019

• Examined modelling approaches in STEM education in Central Asian countries.
• Similarities and differences in modelling practices across different educational systems were identified.
• Recommendations for international collaboration models in STEM education were developed.

Blended Learning in Higher Education: A Pilot Study

Yılmaz, Ö. — ICEMST 2018, Marmaris, Turkey, 2018

• Tested the effectiveness of a blended learning model in higher education through a pilot study.
• Positive effects on student engagement and achievement were identified.
• Recommendations for balanced integration of online and face-to-face components were provided.

Science Teachers’ Knowledge about Models and Modeling: A Pilot Study between Turkey and the United States

Yılmaz, Ö. & Malone, K. — ICEMST 2018, Marmaris, Turkey, 2018

• Compared science teachers’ knowledge levels about models and modelling between Turkey and the US.
• Significant differences in modelling understanding were found between the two countries.
• Recommendations for developing modelling practices in science education were presented.

Formative Assessment and Feedback in Interactive Classroom: Usage of Mobile Technology

Yılmaz, Ö. — ICRESS 2017, Antalya, Turkey

• A mobile technology-based system for in-class formative feedback and assessment was designed and implemented.
• The system promoted active participation and repetition, contributing to academic achievement.
• Feedback based on in-class discussions was found critical for maximizing system effectiveness.

National Conference Papers

Over 15 papers presented at national conferences including Education Sciences Congress, Science and Mathematics Education Congress (UFBMEK), and other national meetings.

For full texts, visit RG or AVESIS.