Examining Gender Differences in the Force Concept Inventory (FCI) in a Turkish Context: Accuracy, Confidence and Bias Score Comparisons Derya Kaltakci-Gurel, Kubra Ozmen Social Sciences, 2026 This study investigates gender differences in conceptual understanding, confidence, and calibration among 369 Turkish university students completing the Force Concept Inventory (FCI). Using accuracy scores, confidence ratings, and bias indices as complementary measures, we examined how male and female students differed in both their conceptual reasoning and their self-evaluative judgments. The results show that male students achieved significantly higher accuracy scores than female students (M = 56.79 vs. 49.96), though the effect size was small, indicating modest conceptual differences. Confidence differences were more pronounced: male students reported substantially higher confidence (M = 68.17) than female students (M = 54.44), representing a moderate effect. Bias scores further revealed that male students exhibited greater overconfidence (M = 11.38), while female students were more likely to underestimate their performance (M = 4.47). Item-level analyses showed that gender differences were concentrated in well-documented areas of conceptual difficulty, including Newton’s first law and gravitation. These patterns align with international findings and suggest that gender differences in physics arise from a combination of conceptual challenges and metacognitive tendencies rather than large performance disparities. The findings highlight the importance of integrating confidence calibration, reflective metacognitive practices, and targeted conceptual support into introductory physics instruction to reduce gender-based differences in learning outcomes.
Investigating gender and achievement level differences in epistemological beliefs in physics Derya Kaltakci-Gurel Physical Review Physics Education Research, 2025 This research investigated how freshman students’ epistemological beliefs in physics are impacted by gender and academic performance in a general physics course. Data were collected from 1220 university freshman students from 22 different programs in Türkiye. In this causal-comparative research, the well-known Colorado Learning Attitudes about Science Survey (CLASS) was used to assess students’ beliefs about physics and learning physics. A Turkish version of the CLASS, consisting of 20 items measuring problem-solving effort, conceptual understanding, and personal interest and real-world connection, was employed. Additionally, demographic data such as gender, cumulative grade point average (CGPA), and previous academic performance in the General Physics I Course were collected. Cronbach’s alpha coefficient for the reliability analysis of the whole scale was calculated as 0.844. The two-way between-groups multivariate analysis of covariance (two-way MANCOVA) test was used to answer the research question. The results indicated that gender and achievement level in the general physics course independently had significant effects on students’ scores on three CLASS survey subscales when their CGPAs were controlled. An inspection of the mean scores indicated that males showed higher scores in the three CLASS subscale scores than females. Additionally, high-achieving groups were found to have higher scores in the three subscale scores than medium-achieving and low-achieving groups. The results were discussed and suggested how the results could be applied to improve physics education.
Exploring the Evolution of Nanotechnology Education: Insights from Bibliometric Analysis Mehmet Yıldız, Derya Kaltakçı Gürel, Bahadır Salmankurt, Hikmet Hakan Gürel Journal of Chemical Education, 2025 High Resolution Image Download MS PowerPoint Slide This study presents a comprehensive bibliometric analysis of research on nanotechnology in education utilizing data from the Web of Science (WoS) and Scopus databases. This analysis provides a detailed overview of the field’s structure and development by examining trends in authorship, publication, keyword usage, journal impact, country contributions, and citation metrics. The findings reveal significant variability in journal productivity and impact, with the Journal of Chemical Education standing out as a dominant contributor. Keyword co-occurrence and centrality measures highlight the emphasis on practical, experiential learning and the field’s interdisciplinary nature. Country-level analysis underscores the central role of the United States, with substantial contributions from European and emerging Asian countries. The insights derived from this analysis suggest strategic directions for enhancing nanotechnology education programs including integrating hands-on learning, early education, and interdisciplinary collaborations. This study offers valuable guidance for researchers, educators, and policy makers who aim to advance the field of nanotechnology education.
EFFECTS OF BIOMIMICRY-ENRICHED ENGINEERING DESIGN-BASED TEACHING ON STUDENTS’ ASSOCIATION WITH DAILY LIFE, STEM ATTITUDE, AND BIOMIMICRY ATTITUDE IN SOUND AND ITS PROPERTIES UNIT Derya Kaltakci-Gurel, Esra Gokce Journal of Baltic Science Education, 2025 This study examined the effects of biomimicry-enriched engineering design-based teaching on sixth graders' daily life associations, STEM attitudes, and biomimicry attitudes in the “Sound and Its Properties” unit. A pre-test post-test quasi-experimental design was used, with four classes randomly assigned to experimental and control groups. The study involved 109 sixth graders in Türkiye. The experimental groups received biomimicry-enriched engineering design-based teaching for 22 hours, while the control groups followed the existing curriculum. The Association with Daily Life Test (ADLT) in the sound topic, Biomimicry Attitude Scale (BAS), and STEM Attitude Scale (SAS) were administered as pre-tests and post-tests to collect data. The post-test scores of the students' association with daily life, biomimicry attitude, and STEM attitude were compared using Multivariate Analysis of Covariance (MANCOVA) when their pre-test scores were controlled. The findings of the study revealed that the students in the experimental group had significantly higher levels of association with daily life, STEM attitude, and biomimicry attitude compared to those in the control group, with the most substantial impact on association with daily life in the sound topic. Keywords: biomimicry-enriched teaching, engineering design-based teaching, biomimicry attitude, STEM attitude, association with daily life.
Exploring Pre-Service Teachers’ Conceptual Understanding and Confidence in Geometrical Optics: A Focus on Gender and Prior Course Achievement Derya Kaltakci-Gurel Education Sciences, 2023 This study investigated pre-service science teachers’ conceptual understanding and confidence in geometrical optics with respect to gender and their previous achievement in geometrical optics course. A total of 189 (60% female and 40% male) pre-service science teachers who had completed geometrical optics course in state universities in Turkey participated in this study. The conceptual test instrument consisted of 20 items taken from the first tier of the Four-Tier Geometrical Optics Test (FTGOT) developed by the researcher, followed by a self-reported measure of teachers’ confidence in the accuracy of their responses. The interest and experience scores were obtained through scales previously developed by the researcher, and these two variables were used as covariates in the analysis. The two-way between-groups ANCOVA tests were conducted to answer the research questions. The results showed that male pre-service teachers tend to have slightly higher conceptual understanding and confidence scores in geometrical optics than females with medium effect sizes while controlling for geometrical optics experience and interest scores. The findings were discussed, and implications for research in geometrical optics were provided.
ASSESSMENT OF CONCEPTUAL UNDERSTANDING IN PHYSICS Derya Kaltakci-Gurel International Handbook of Physics Education Research Teaching Physics, 2023 Assessment is an integral component of learning process. It aids us in understanding what students bring to class before instruction, to what extend they accomplished the intended learning outcomes after instruction, which aspects of instruction and curriculum are working well and which are not, and what specific difficulties do our students hold. Research-based, research-validated conceptual assessment plays an important role in Physics Education Research (PER). Therefore, in the PER to assess conceptual understanding many different tools have been developed and used. Among them interviews, open-ended tests, and multiple-choice conceptual tests (which are usually called “inventories’) are found to be the ones commonly used in the PER to assess conceptual understanding. However, each tool has some advantages as well as disadvantages over the others that is discussed in this chapter. The present review chapter is expected to contribute to the PER literature with an overview of the assessment of conceptual understanding in physics.
Student Teachers' Physics Knowledge and Sources of Knowledge to Explain Everyday Phenomena Nilüfer Didiş Körhasan, , Derya Kaltakçı Gürel, and Science Education International, 2019 Experience and intuition may help explain everyday phenomena. However, physics concepts cannot be induced directly from them. Learning physics requires an examination of the ideas of scientifically constructed theoretical frameworks, explaining coherently organized physics concepts. This research examined student teachers’ physics knowledge in terms of their everyday explanations and physical reasoning pertaining to everyday concepts. The way in which sources of knowledge influence student teachers’ physics learning was also examined. With this aim, a test comprising eight questions – with each question corresponding to an everyday context examining students’ everyday explanations, their reasoning and epistemologies – was developed. By convenience sampling of two universities in Turkey, the test was offered to 360 student teachers who will teach primary and elementary level science in the future. After the relevant t-tests and variance analyses, the results indicated that there was context sensitivity with respect to physical explanations. In addition, in all of the contexts, propagated and fabricated knowledge allowed the highest scores in each context despite the different kinds of sources stated by student teachers. Educators should have insights about the nature of students’ knowledge and reasoning, and they should design their science related courses by considering students’ epistemologies to remove the hidden barrier between every day and formal concepts.
Development of an optics interest and experience scale (OIES) and exploring gender differences in prospective teachers’ interest and experience Derya Kaltakci-Gurel Journal of Baltic Science Education, 2018 In this research, the development of the Optics Interest and Experience Scale (OIES) was discussed in the first stage, and the gender differences of prospective teachers in their interest and experience were explored with OIES in the second stage. The data were collected from 228 prospective teachers from eleven universities in Turkey. For content and face validity, a theoretical framework for the OIES was established by a detailed literature review and expert opinions were consulted. For the construct validity, the principal component factor analysis was used. The final form of the scale was composed of 33 items and had two main factors namely: ‘experience’and ‘interest’. A reliability analysis of the instrument revealed Cronbach-Alpha coefficients of .906 for the whole scale, .886 for the experience factor, .851 for the interest factor. MANOVA analysis was conducted to explore gender differences in interest and experience scores of prospective teachers in geometrical optics. There was a statistically significant difference between males and females on the combined dependent variables. When the results for the dependent variables were considered separately, the only difference to reach statistical significance was experience such that females reported slightly higher experience in geometrical optics than males. Keywords: scale development, gender differences, interest, experience, geometrical optics.
Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics Derya Kaltakci-Gurel, Ali Eryilmaz, Lillian Christie McDermott Research in Science and Technological Education, 2017 Background: Correct identification of misconceptions is an important first step in order to gain an understanding of student learning. More recently, four-tier multiple choice tests have been found to be effective in assessing misconceptions. Purpose: The purposes of this study are (1) to develop and validate a four-tier misconception test to assess the misconceptions of pre-service physics teachers (PSPTs) about geometrical optics, and (2) to assess and identify PSPTs’ misconceptions about geometrical optics. Sample: The Four-Tier Geometrical Optics Test (FTGOT) was developed based on findings from the interviews (n = 16), open-ended testing (n = 52), pilot testing (n = 53) and administered to 243 PSPTs from 12 state universities in Turkey. Design and Methods: The first phase of the study was the development of a four-tier test. In the second phase of this study, a cross-sectional survey design was used. Results: Validity of the FTGOT scores was established by means of some qualitative and quantitative methods. These are: (1) content and face validations by six experts; (2) Positive correlations between the PSPTs’ correct scores considering only first tiers of the FTGOT and their confidence score for this tier (r = .194) and between correct scores considering first and third tiers and confidence scores for both of those tiers (r = .218) were found as evidences for construct validity. (3) False positive (3.5%), false negative (3.3%) and lack of knowledge (5.1%) percentages were found to be less than 10% as an evidence for content validity of the test scores. (4) Explanatory factor analysis conducted over correct and misconception scores yielded meaningful factors for the correct scores as an evidence for construct validity. Additionally, the Cronbach alpha coefficients were calculated for correct scores (r = 0.59) and misconception scores (r = 0.42) to establish the reliability of the test scores. Six misconceptions about geometrical optics, which were held by more than 10% of the PSPTs, were identified and considered to be significant. Conclusions: The results from the present investigation demonstrate that the FTGOT is a valid and reliable instrument in assessing misconceptions in geometrical optics.
Identifying pre-service physics teachers' misconceptions and conceptual difficulties about geometrical optics Derya Kaltakci-Gurel, Ali Eryilmaz, Lillian C McDermott European Journal of Physics, 2016 This study investigated pre-service physics teachers’ (PSPTs) misconceptions and conceptual difficulties about geometrical optics in the contexts of plane mirrors (single and hinged), spherical mirrors (concave and convex) and lenses (converging and diverging) using prolonged interviews and an open-ended test. The interviews were conducted in five sessions with a divergent sample of 16 PSPTs, and the open-ended geometrical optics test (OEGOT) was administered to a sample of 52 PSPTs in Turkey. The interview guide and the OEGOT included mainly qualitative questions, which were specifically designed to elicit and examine PSPTs’ misconceptions about geometrical optics. Several misconceptions held by PSPTs were identified and discussed. We found that PSPTs mainly had difficulties with the ray model, the function of the observer in the real and virtual image formation and observation processes, and the function of the screen in image formation and observation processes. Also the misconceptions in plane mirrors were found to be more coherent and experience-based while the ones in spherical mirrors and lenses were fragmented and loosely held in nature and mostly based on instruction.
Examining Gender Differences in the Force Concept Inventory (FCI) in a Turkish Context: Accuracy, Confidence and Bias Score Comparisons D Kaltakci-Gurel, K Ozmen Social Sciences 15 (3), 1-20 , 2026 2026
Investigating gender and achievement level differences in epistemological beliefs in physics D Kaltakci-Gurel PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH 21 (020111), 1-16 , 2025 2025
Effects of Biomimicry-Enriched Engineering Design-Based Teaching on Students' Association with Daily Life, STEM Attitude, and Biomimicry Attitude in Sound and Its Properties Unit. D Kaltakci-Gurel, E Gokce Journal of Baltic Science Education 24 (5), 918-934 , 2025 2025
Exploring the evolution of nanotechnology education: insights from bibliometric analysis M Yıldız, D Kaltakçı Gürel, B Salmankurt, HH Gurel Journal of Chemical Education 102 (1), 253-269 , 2024 2024 Citations: 11
Türkiye’de fen eğitimi alanında bağlam (yaşam) temelli yaklaşım ile ilgili yapılmış lisansüstü tez ve makalelerin içerik analizi V Kaya, DK Gürel Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 532-570 , 2024 2024 Citations: 11
Fen ve Matematik Eğitiminde Güncel Araştırma ve Uygulamalar Kaltakci-Gurel D. 2024
Assessment of Conceptual Understanding in Physics D Kaltakci-Gurel The International Handbook of Physics Education Research: Teaching Physics , 2023 2023 Citations: 1
Turkish Adaptation and Psychometric Evaluation of the Colorado Learning Attitudes About Science Survey (CLASS) in Physics. D Kaltakci-Gurel The European Educational Researcher 4 (3), 355-372 , 2021 2021 Citations: 9
Views of Nature of Science of Prospective Teachers from Different Majors. N Balta, D Kaltakci-Gurel Journal of Science Education 22 (1), 51-60 , 2021 2021
Kavramsal Fizik (Onikinci Baskıdan Çeviri) GÜNEŞ BİLAL, ATEŞ SALİH, ERYILMAZ ALİ, ÖZDEMİR ÖMER FARUK, KORUR FİKRET ... Yayın Yeri:Palme Yayınevi,ISBN:978-605-282-716-1 , 2021 2021
Ortaokul Öğrencilerinin Işık Konusundaki Bağlam Temelli Sorular İle Geleneksel Soruları Cevaplama Durumlarının Geliştirilen Başarı Testleri İle Karşılaştırılması M Sak, DK Gürel Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 39 (2), 655-679 , 2019 2019 Citations: 25
Basit Malzemelerle Fen Etkinlikleri: Eğlenerek Öğreniyorum D KALTAKÇI-GÜREL, E ÖZATA-YÜCEL, S KAYA Nobel , 2019 2019
Student teachers’ physics knowledge and sources of knowledge to explain everyday phenomena ND Körhasan, DK Gürel Science Education International , 2019 2019 Citations: 12
DEVELOPMENT OF AN OPTICS INTEREST AND EXPERIENCE SCALE (OIES) AND EXPLORING GENDER DIFFERENCES IN PROSPECTIVE TEACHERS’ INTEREST AND EXPERIENCE D Kaltakci-Gurel Journal of Baltic Science Education 17 (6), 935-944 , 2018 2018 Citations: 4
Gender Differences in Physics Interest DK Gürel International Marmara Science and Social Sciences Congress (IMASCON2018 … , 2018 2018
Türkiye'de ve Dünyada Fizik Eğitimi Araştırmalarına Kritik Bakış D Kaltakçı Gürel, N Didiş Körhasan Bartın Ünversitesi Eğitim Fakültesi Dergisi 7 (3), 935-957 , 2018 2018
A Critical Look at the Physics Education Research in Turkey and in the World D Kaltakçı Gürel, N Didiş Körhasan Bartın University Journal of Faculty of Education 7 (3), 935-957 , 2018 2018 Citations: 6
Öğrencilerin Işık Konusundaki Bağlam Temelli Sorular ile Geleneksel Soruları Cevaplama Düzeylerinin Cinsiyete Göre Karşılaştırılması. M Sak, D Kaltakçı Gürel YYÜ Eğitim Fakültesi Dergisi 15 (1), 672-697 , 2018 2018 Citations: 17
1990-2016 Yılları Arasında Türkiye’de Fizik Eğitimi Alanında Yapılmış Lisansüstü Tezlerin İçerik Analizi DK GÜREL, A ÖLMEZTÜRK, B DURMAZ, E ABUL, H UZUN, M IRAK, ... Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 37 (3), 1141-1172 , 2017 2017 Citations: 31
1995-2015 Yılları Arasında Türkiye’de Fizik Eğitimine Yönelik Yayınlanan Makalelerin İçerik Analizi DK GÜREL, M SAK, ZŞ ÜNAL, V ÖZBEK, Z CANDAŞ, S ŞEN Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi 42, 143-167 , 2017 2017 Citations: 29
MOST CITED SCHOLAR PUBLICATIONS
A review and comparison of diagnostic instruments to identify students' misconceptions in science DK Gurel, A Eryılmaz, LC McDermott EURASIA Journal of Mathematics, Science & Technology Education , 2015 2015 Citations: 946
Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics D Kaltakci-Gurel, A Eryilmaz, LC McDermott ReseaRch in science & Technological educaTion 35 (2), 238-260 , 2017 2017 Citations: 415
Identifying pre-service physics teachers’ misconceptions and conceptual difficulties about geometrical optics D Kaltakci-Gurel, A Eryilmaz, LC McDermott European Journal of Physics 37 (4), 045705 , 2016 2016 Citations: 131
Identification of pre-service physics teachers' misconceptions on gravity concept: A study with a 3-tier misconception test D Kaltakci, N Didis Sixth International Conference on Balkan Physical Union(AIP Conference … , 2007 2007 Citations: 125
A Content Analysis of Physics Textbooks as a Probable Source of Misconceptions in Geometric Optics Geometrik Optikte Muhtemel Kavram Yanılgılarının Kaynağı Olarak Fizik Ders … DK GÜREL, A ERYILMAZ Hacettepe University Journal of Education 28 (2), 234-245 , 2013 2013 Citations: 39
Identifying pre-service physics teachers’ misconceptions with three-tier tests D Kaltakci, A Eryilmaz Secondary Science/Math Education, 1-8 , 2010 2010 Citations: 32
1990-2016 Yılları Arasında Türkiye’de Fizik Eğitimi Alanında Yapılmış Lisansüstü Tezlerin İçerik Analizi DK GÜREL, A ÖLMEZTÜRK, B DURMAZ, E ABUL, H UZUN, M IRAK, ... Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 37 (3), 1141-1172 , 2017 2017 Citations: 31
1995-2015 Yılları Arasında Türkiye’de Fizik Eğitimine Yönelik Yayınlanan Makalelerin İçerik Analizi DK GÜREL, M SAK, ZŞ ÜNAL, V ÖZBEK, Z CANDAŞ, S ŞEN Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi 42, 143-167 , 2017 2017 Citations: 29
Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics D Kaltakci Middle East Technical University , 2012 2012 Citations: 27
Context-based questions: optics in animal eyes D Kaltakci, A Eryilmaz Physics Education 46 (3), 323-327 , 2011 2011 Citations: 26
Ortaokul Öğrencilerinin Işık Konusundaki Bağlam Temelli Sorular İle Geleneksel Soruları Cevaplama Durumlarının Geliştirilen Başarı Testleri İle Karşılaştırılması M Sak, DK Gürel Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 39 (2), 655-679 , 2019 2019 Citations: 25
Sources of Optics Misconceptions. AE Derya Kaltakci In G. Çakmakçı & M. F. Taşar (Eds.), Contemporary Science Education Research … , 2010 2010 Citations: 24
Öğrencilerin Işık Konusundaki Bağlam Temelli Sorular ile Geleneksel Soruları Cevaplama Düzeylerinin Cinsiyete Göre Karşılaştırılması. M Sak, D Kaltakçı Gürel YYÜ Eğitim Fakültesi Dergisi 15 (1), 672-697 , 2018 2018 Citations: 17
A guided-inquiry laboratory experiment to reveal students’ comprehension of friction concept: A qualitative study D Kaltakci, O Oktay Balkan Phys. Letters 19, 180-190 , 2011 2011 Citations: 16
The effect of hands-on science demonstrations on elementary students’ curiosity DK Gurel AIP Conference Proceedings 1722 (1), 310005 , 2016 2016 Citations: 13
Student teachers’ physics knowledge and sources of knowledge to explain everyday phenomena ND Körhasan, DK Gürel Science Education International , 2019 2019 Citations: 12
Exploring the evolution of nanotechnology education: insights from bibliometric analysis M Yıldız, D Kaltakçı Gürel, B Salmankurt, HH Gurel Journal of Chemical Education 102 (1), 253-269 , 2024 2024 Citations: 11
Türkiye’de fen eğitimi alanında bağlam (yaşam) temelli yaklaşım ile ilgili yapılmış lisansüstü tez ve makalelerin içerik analizi V Kaya, DK Gürel Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 532-570 , 2024 2024 Citations: 11
Bağlam (Yaşam) Temelli Fizik Öğretimi Uygulamaları ve REACT Stratejisi. DK Gürel Fizik Öğretimi, 357-382 , 2017 2017 Citations: 10
Turkish Adaptation and Psychometric Evaluation of the Colorado Learning Attitudes About Science Survey (CLASS) in Physics. D Kaltakci-Gurel The European Educational Researcher 4 (3), 355-372 , 2021 2021 Citations: 9
