Articles published in journals that are indexed in SSCI (Social Science Citation Index)

Kapici, H. O., & Akcay, H. (2023). Improving student teachers’ TPACK self-efficacy through lesson planning practice in the virtual platform. Educational Studies, 49(1), 76-98.

Kapici, H. O., Akcay, H., & Cakir, H.  (2022). Investigating the effects of different levels of guidance in inquiry-based hands-on and virtual science laboratories. International Journal of Science Education, 44(2), 324-345.

Kapici, H. O., Akcay, H., & Koca, E. E. (2022). Comparison of the quality of written scientific arguments in different laboratory environments. International Journal of Science and Mathematics Education, 20(1), 69-88.

Kapici, H. O., Akcay, H., & de Jong, T. (2020). How different laboratory environments influence students’ attitudes toward science courses and laboratories. Journal of Research on Technology in Education, 52(4), 534-549.

Kapici, H. O., Akcay, H., & de Jong, T. (2019). Using hands-on and virtual laboratories alone or together – which works better for acquiring knowledge and skills? Journal of Science Education and Technology, 28(3), 231-250.

Kapici, H. O., & Ilhan, G. O. (2016). Pre-service teachers’ attitudes toward socio-scientific issues and their views about nuclear power plants. Journal of Baltic Science Education, 15(5), 642-652.

Kapici, H. O., & Savasci-Acikalin, F. (2015). Examination of visuals about the particulate nature of matter in Turkish middle school science textbooks. Chemistry Education Research and Practice, 16(5), 518-536.

Articles published in journals that are NOT indexed in SSCI (Social Science Citation Index) but indexed in ESCI, ERIC, and SCOPUS

Kapıcı, H. Ö., & Coştu, F. (2023). Investigating the effects of different laboratory environments on gifted students’ conceptual knowledge and science process skills. Turkish Journal of Education, 12(2), 109-120. (ERIC & ULAKBIM)

Kapici, H. O., & Costu, F. (2023). Gifted pupils’ learning experience in virtual laboratories. Journal of Turkish Science Education, 20(1), 1-9. (ERIC)

Arslan, K.*, Akcay, H., & Kapici, H. O. (2023). How do the images of scientists in secondary school science textbooks affect students’ perceptions of scientists? International Journal on Social and Education Sciences, 5(2), 190-224. (ERIC)

Kapici, H. O. (2023). From symbolic representation to submicroscopic one: Preservice science teachers’ struggle with chemical representation levels in chemistry. International Journal of Research in Education and Science, 9(1), 134-147. (ERIC)

Ivgin, A. B., Akcay, H., & Kapici, H. O. (2021). Middle school students’ perceptions of scientists and views about to become a scientist. International Journal on Social and Education Sciences, 3(3), 410-428. (ERIC)

Toprak Yallıhep, E. S., Akcay, H., & Kapici, H. O. (2021). Impacts of serious games on middle school students’ science achievement and attitudes towards science. International Journal of Technology in Education and Science, 5(2), 203-212. (ERIC)

Kapici, H. O., & Akçay, H. (2020). Enhancing pre-service science teachers’ inquiry skills in hands-on and virtual laboratory environments. Themes in e-Learning, 13, 21-32. (ERIC)

Akcay, H., Kapici, H. O., & Akcay, B. (2020). Analysis of the representations in Turkish middle school science textbooks from 2002 to 2017. Participatory Educational Research, 7(3), 192-216. (ERIC and SCOPUS)

Keskin, C., Akcay, H., & Kapici, H. O. (2020). The effects of environmental science e-projects on middle school students’ behaviors and attitudes. International Journal of Technology in Education and Science, 4(2), 160-167. (ERIC)

Cayvaz, A., Akçay, H., & Kapici, H. O. (2020). Comparison of simulation-based and textbook-based instructions on middle school students’ achievement, inquiry skills, attitudes towards science. International Journal of Education in Mathematics, Science and Technology, 8(1), 34-43. (ESCI)

Kapici, H. O., & Akçay, H. (2018). Choices of pre-service science teachers about laboratory environments: Hands-on or hands-off? World Journal on Educational Technology: Current Issues, 10(1), 41-51. (ERIC)

Kapici, H. O., Akçay, H., & Yager, R. (2017). Comparison of science-technology-society approach and textbook oriented instruction on students’ abilities to apply science concepts. International Journal of Progressive Education, 13(2), 18-28. (ERIC)

Akçay, H., Kapici, H. O., & Yager, R. (2017). Using newspapers and advertisements as a focus for science teaching and learning. Universal Journal of Education Studies, 5(1), 99-103. (ERIC)

Kapici, H. O., & Akçay, H. (2016). Middle School Students’ Attitudes toward Science, Scientists, Science Teachers and Classes. The Asia-Pacific Forum on Science Learning and Teaching, 17(1), 1-22. (ERIC)

Articles published in journals that are indexed in other international indexes

Kapici, H. O., & Akçay, H. (2016). Particulate nature of matter misconceptions held by middle and high school students in Turkey. European Journal of Education Studies, 2(8), 43-58.

Erol, G., Akçay, H., Bayram, H., & Kapıcı, H. Ö. (2016). Asit ve baz konusunun öğrenme amaçlı çoklu yazma etkinlikleri kullanılarak öğretiminin değerlendirilmesi [Evaluation of using multimodal writing activities for Teaching acid and base concepts]. Eğitim, Bilim ve Teknoloji Araştırmaları Dergisi, 1(2), 94-102.

Kapici, H. O., Akçay, H., & İnaltekin, T. (2015). The impact of technology based learning on the beliefs and attitudes of pre-service teachers. International Journal of Humanities and Education, 1(2), 154-167.

Kapici, H. O., & Umdu Topsakal, Ü. (2015). Science and non-science teachers’ views about astronomy diagrams in middle school science textbooks. Eurasian Academy of Sciences Social Sciences Journal, 2, 1-9.

Articles published in journals that are indexed in ULAKBİM

Işın, O., Akçay, H., & Kapıcı, H. Ö. (2020). Fen öğrenme motivasyon ölçeğinin Türkçe ’ye uyarlanması [Adaptation of science motivation questionnaire into Turkish]. Akdeniz Eğitim Araştırmaları Dergisi, 14(31), 532-556.

Kapıcı, H. Ö., & Akçay, H. (2016). Fen bilgisi öğretmenleri, fen bilgisi öğretmen adayları ve maarif müfettişlerinin fen öğretimi ve öğrenimine yönelik inanışlarının karşılaştırılması [Comparisons of science teachers’, pre-service science teachers’ and superintendents’ beliefs intended for science teaching and learning]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(36), 153-168.