| Science teachers’ use of argumentation instructional model: linking PCK of argumentation, epistemological beliefs, and practice O Sengul, PJ Enderle, RS Schwartz International Journal of Science Education 42 (7), 1068-1086, 2020 | 73 | 2020 |
| A multi-level analysis of students’ teacher and family relationships on academic achievement in schools O Sengul, X Zhang, AJ Leroux International Journal of Educational Methodology 5 (1), 117-133, 2019 | 53 | 2019 |
| Linking scientific literacy, scientific argumentation, and democratic citizenship O Sengul Universal Journal of Educational Research 7 (4), 1090-1098, 2019 | 24 | 2019 |
| Examining science teachers' enactment of argument-driven inquiry (ADI) instructional model O Sengul, PJ Enderle, RS Schwartz International Journal of Science Education 43 (8), 1273-1291, 2021 | 18 | 2021 |
| How the co-design, use, and refinement of an instructional model emphasizing argumentation relates to changes in teachers’ beliefs and practices P Enderle, J Grooms, V Sampson, O Sengul, Y Koulagna International Journal of Science Education 44 (14), 1-27, 2022 | 10 | 2022 |
| Action Research: Using a 5E instructional approach to improve undergraduate physics laboratory instruction O Sengul, R Schwartz Journal of College Science Teaching 49 (4), 50-57, 2020 | 10 | 2020 |
| Science teachers' epistemological beliefs, PCK of argumentation, and implementation: An exploratory study O Sengul | 9 | 2018 |
| Learning to become a physics teacher: A case study of experienced teachers O Sengul Education Sciences 14 (2), 195, 2024 | 6 | 2024 |
| Preservice science teachers practice teaching online through 4E instructional model O Sengul Journal of College Science Teaching 51 (1), 5-11, 2021 | 2 | 2021 |
| A Predict–Observe–Explain cycle to promote college students’ scientific explanations O Sengul School Science Review 102 (379), 35-38, 2020 | 2 | 2020 |
| Qualitative analysis of ray optics in a college physics laboratory: A 5E lesson O Sengul Journal of College Science Teaching 49 (6), 30-35, 2020 | 2 | 2020 |
| Characterizing studio physics instruction across instructors and institutions M Wilcox, G Feldman, J Von Korff, N Klingler, O Sengul, JJ Chini Proceedings of the 2016 Physics Education Research Conference, Sacramento …, 2016 | 2 | 2016 |
| Epistemological beliefs and classroom practices of experienced physics teachers: are they related? O Sengul Frontiers in Education 9, 1362426, 2024 | 1 | 2024 |
| Pre-service mathematics teachers' views of nature of science in the context of COVID-19 O Sengul European Journal of Science and Mathematics Education 11 (3), 499-514, 2023 | 1 | 2023 |
| Document Features in Physics Tutorials to Promote College Students' Use of Argumentation. O Sengul European Journal of Physics Education 10 (2), 53-65, 2019 | 1 | 2019 |
| Professional Development (PD) Design for Undergraduate Physics Instruction O Sengul US-China Education Review 8 (5), 200-212, 2018 | 1 | 2018 |
| The use of representations in evidence-based and non-evidence-based physics activities JS Von Korff, C Zhan, B Vaishnav, JJ Chini, A Warneke, O Sengul Physics Education Research Conference, 351-354, 2015 | 1 | 2015 |
| Linking Traditional Teaching to Innovative Approaches: Student Conceptions in Kinematics O Sengul Education Sciences 14 (9), 973, 2024 | | 2024 |
| Understanding physics teachers’ professional identity: an activity theory perspective O Sengul International Journal of Science Education, 1-21, 2024 | | 2024 |
| FİZİK ÖĞRETMENLERİNİN EPİSTEMOLOJİK İNANÇLARI: TEMEL VE ÇEVRESEL BOYUTLAR. Ö ŞENGÜL Trakya Journal of Education 14 (2), 2024 | | 2024 |
Renee SchwartzGeorgia State University在 gsu.edu 的电子邮件经过验证
