A. Papers (*** papers with graduate students)

§Namdar, B. & Oğuz Namdar, A. (In press). Fostering students’ values through role play about socioscientific issues. The Physics Teacher. [SCI-Expanded]

Namdar, B., Aydın, B. & Raven, S. (2020). Preservice science teachers’ informal reasoning about hydroelectric power issue: The effect of attitudes towards socioscientific issues and media literacy. International Journal of Research in Education and Science, 6(4), 551-567.  [ERIC]

*Demir, A. & Namdar, B. (2019).  The effect of modeling activities on grade five students’ informal reasoning about a real-life issue. Research in Science Education. https://doi.org/10.1007/s11165-019-09896-8 [SSCI]

*Akbayrak, K. & Namdar, B. (2019). An argumentation activity for third grade gifted students: Objects in the plates. Science Activities, 56 (1), 1-10. DOI.1080/00368121.2019.1600464 [ESCI]

A17. Namdar, B. & Kucuk, A. (In press). A descriptive content analysis of research on technology integration in science education: The case of Turkey. Mehmet Akif Ersoy University Journal of Education. 

§A16. Develi, F. & Namdar, B. (In press). Defining friction force: A proposed solution to a textbook problem. Journal of Education in Science, Environment and Health.

§A15.Namdar, B. & Kucuk, M. (2018). Preservice science teachers' practices of critiquing and revising 5E lesson plans. Journal of Science Teacher Education.29 (6), 468-484

§A14. Namdar, B. (2018).Teaching global climate change to preservice middle school teachers through inquiry activities. Research in Science & Technological Education. 36 (4), 440-462.

§A13. Namdar, B. & Shen, J. (2017). Knowledge organization through multiple representations in a computer-supported collaborative learning environment. Interactive Learning Environments

§A12***. Namdar, B. & Tuskan i.B. (2018). Turkish middle school science teachers’ views about argumentation. Hacettepe University Journal of Education. DOI: 10.169986/HUJE.2017030137 

§A11. Namdar, B. (2017). A case study of preservice science teachers with different argumentation understandings: Their views and practices of using representations in argumentation. International Journal of Progressive Education. 13(3), 95-111.

§A10***. Namdar, B.  & Salih, E. (2017). Preservice science teachers’ views of technology-enhanced argumentation. Abant İzzet Baysal University Journal of Education. 17(3), 1384-1410 DOI: 10.17240/aibuefd.2017.17.31178-338837

§A9.Namdar, B. (2017). Constructing collective knowledge of healthy eating in a collaborative knowledge building community. Turkish Online Journal of Educational Technology. 16(3), 131-145.

§A8.Namdar, B., Oğuz Namdar, A., & Ursavaş, N. (2017). Investigation of the criteria preservice teachers establish and use to evaluate curriculum materials. Ege Journal of Education. 18(1), 174-212.

§A7.Donnelly, D. F., Namdar, B., Vitale, J. M., Lai, K., & Linn, M.C. (2016). Enhancing student explanations of evolution: Comparing elaborating and competing theory prompts. Journal of Research in Science Teaching.53 (9), 1341-1363

§A6***Namdar, B. & Demir, A. (2016)A spider or an insect? Argumentation-based classification activity for fifth graders. Journal of Inquiry Based Activities, 6 (1), 1-9

§A5Namdar, B. & Shen, J. (2016). Intersection of argumentation and the use of multiple representation in the context of socioscientific issues. International Journal of Science Education. 38 (7), 1100-1132

§A4. Raven, S., Klein, V., & Namdar, B. (2016). Making critical friends: Using socioscientific issues to teach argumentation and evidence-based reasoning. The Science Teacher,83 (2), 23-28

§ A3. Namdar, B. (2015). An examination of preservice science teachers' representational modality preferences during computer-supported knowledge organization. Journal of Theory and Practice in Education. 11 (3), 949-970

§ A2. Namdar, B.  & Shen, J. (2015).Modeling oriented assessment in K-12 science education: A synthesis of research from 1980-2013 and new directions. International Journal of Science Education. 37 (7), 993-1023. DOI:10.1080/09500693.2015.1012185 

§  A1. Kete, R., Horasan, Y., & Namdar, B. (2012). Investigation of the conceptual understanding difficulties in ninth grade biology books about cell unit. Elementary Education Online, 11, 1, 95-106. 

B. Book Chapter

§ B3. Namdar, B. (In press). Modeling-based instruction in science teaching. In M. Ergun (Ed). Teaching methods in science education. Nobel Yayıncılık: Ankara, Turkey.

§B2.Namdar, B. (In press). Argumentation in science teaching. In M. Ergun (Ed). Teaching methods in science education. Nobel Yayıncılık: Ankara, Turkey.

§B1. Shen, J., Lei, J., Chang, H., & Namdar, B. (2014). Technology-enhanced, modeling-based instruction (TMBI) in science education. In J.M. Spector, M.D., Merrill, J. Elen, & M.J., Bishop (eds.). Handbook of research on educational communication and technology (4th ed.) (chap. 46) (pp. 529-540). New York: Springer 

C. Presentations International

§C33.

§C32. Sarsar, F. & Namdar, B. (2017, August). Science teachers’ views about using technology in argumentation. Paper presented at Academic Conference on Education, Teaching and E-learning conference. Prague, Czech Republic.

§C31.Namdar, B. (2017, August). Preservice science teachers’ understanding of Turkish science education instructional program. Paper presented at Academic Conference on Education, Teaching and E-learning conference. Prague, Czech Republic.

§C30.***Namdar, B. & Tuskan, İ.B. (2017, April). Presevice science teachers’ views about living and nonliving things. Paper accepted to be presented at 7th Intenational Congress of Research in Education. Çanakkale, Turkey

§C29***Ceylan, S., Tuskan, I. B., Muş, F., & Namdar, B. (2017, April). Preservice science teachers’ informal reasoning on socioscientific issues: Local and global subjects. Paper accepted to be presented at 7th Intenational Congress of Research in Education. Çanakkale, Turkey

§C28. Namdar, B. (2017, May).The effect of technology-enhanced modeling unit on middle school science teachers' explanations of global climate change. Paper accepted to be presented at the International Congress of Educational Research. Ordu, Turkey.

§C2***.Salih, E., Guldemir, S., Patan, A. & Namdar, B. (2017, May).Investigating preservice teachers modeling protein synthesis in a technology enhanced modeling environment. Paper accepted to be presented at the International Congress of Educational Research. Ordu, Turkey.

§C27***. Demir, A. & Namdar, B. (2017, April). Fifth grade students' model-based argumentation and informal reasoning about landslide subject. Paper accepted to be presented at NARST International Conference. San Antonio, TX, USA.

§C26.  Mooney, E., Klein, V., Raven, S. & Namdar, B. (2017, April). Mother nature does not allow for a comfortable death. Argumentation, critical friends, socioscientific issues. Paper submitted to be presented at American Educational Research Association (AERA) Conference. San Antonio, TX. USA

§C25. Namdar, B. Klein V. & Raven, S. (2017, January). Preservice science teachers on animal encroachment: Critical friend pairs and socioscientific argumentation. Paper submitted to be presented at Association for Science Teacher Education (ASTE) Conference, Des Moines, IA, USA

§C24. Namdar, B. (2016, August). Turkish preservice science teachers' strategies of evaluating inquiry based lesson plans. Paper accepted to be presented at Multidisciplinary Academic Conference on Education, Teaching and E-leaerning (MACETEL), Prague, Czech Republic [Not presented]

§C23.Namdar, B. (2016, October). Collaborative knowledge building through multiple representations in a computer supported collaborative learning environment. Poster accepted to be presented at Association for Education Communications and Technolgoies (AECT) International Convention. Las Vegas, NV, USA [Not presented]

§C22.Namdar, B. (2016, May). Learners’ epistemic discourse about food future in an asynchronous online discussion environment. International Computer & Instructional Technologies Symposium (ICITS). Rize, Turkey

§C21.Namdar (2016, April) Utilizing mixed methods to better understand knowledge organization with multiple representations for socioscientific argumentation. Paper presented at NARST international conference. Baltimore, MD. USA

 § C20. Namdar, B. (2015, October). Teaching preservice mathematics teachers about climate change through mathematics-rich inquiry activities. Paper presented at World Conference on Learning Teaching and Educational Leadership (WCLTA) conference. Paris, France

§  C19. Namdar, B, & Shen, J. (2015, April). Supporting argumentation practices with knowledge organization via student generated multiple external representations. Proposal presented at NARST International Conference. Chicago, IL, USA

§  C18. Shen, J., Xie, C. & Namdar, B. (2015, April). A design framework on assessing modeling practices. Poster presented at NARST International Conference, Chicago, IL, USA

§  C17.  Namdar, B & Shen, J. (2015, April). Knowledge organization with multiple external representations: A mixed methods study. Proposal presented at American Educational Research Association (AERA) Conference. Chicago, IL. USA 

§  C16. Raven, S., Klein, V., & Namdar, B. (2015, January). Assessing argumentation of socioscientific issues in critical friend pair case studies. Paper presented at Assocation for Science Teacher Education Conference (ASTE) , Portland, OR, USA

§  C15. Raven, S., Namdar, B.  & Klein, V. (2014, October). Critical friends as a tool for evidence evaluation and argumentation on socioscientific issues. Poster presented at American Educational Studies Association Conference (AESA). Toronto, ON, Canada

§  C14. Jiang, S. &Namdar, B. & Shen, J. (2014, November). Designing the innovative knowledge organization system (iKOS) for science learning. Poster presented at the American Educational Communication Technologies (AECT) Conference, Jacksonville, FL, USA

§  C13. Namdar, B. & Shen, J. (2014, June). Knowledge organization with multiple external representations for socioscientific argumentation: A case on nuclear energy. Proceeding presented at International Conference of the Learning Sciences (ICLS) 2014.Boulder. CO, USA

§  C12. Namdar, B., & Shen, J. (2014, March). Knowledge organization with multiple external representations in computer supported collaborative learning environment for arguing on socio-scientific issues. Paper presented at  National Association for Research in Science Teaching (NARST) Conference 2014, Pittsburgh, PA, USA

§  C11. Kim, Y., Namdar, B., & Shen, J. (2014, March). Technology enhanced, modeling-oriented assessment (TMOA) in science education: A conceptual framework. Paper presented at National Association for Research in Science Teaching (NARST) Conference 2014, Pittsburgh, PA, USA

§  C10. Namdar, B. & Shen, J. (2013, June). Knowledge organization with multiple external representations in an argumentation based computer supported collaborative learning environment. Paper  presented at the 10th International Conference on the Computer Supported Collaborative Learning (CSCL), Madison, Wisconsin, USA

§  C9. Namdar, B. & Shen, J. (2013, April). Modeling-oriented assessment in science education: A synthesis and a new framework. Paper presented at the American Educational Research Association (AERA)annual meeting 2013, San Francisco, CA, USA

§  C8. Namdar, B. & Shen, J. (2013, April). Knowledge organization and collaborative argumentation: A new online platform and two illustrative cases. Paper presented at National Association for Research in Science Teaching (NARST) Conference 2013, RioGrandePuerto Rico, USA.

§  C7. Shen, J. & Namdar, B. (2013, April). Designing assessments of collaborative learning in science education. In M.C. Linn and K. Ryoo (Eds). Technology-Enhanced Assessment: Implications for Science Education Policy. Symposium conducted at National Association for Research in Science Teaching (NARST) Conference 2013, Puerto Rico, USA. 

§  C6. Shen, J., Lei, J., Namdar, B., & Chen, Y. (2013, April). Synthesizing modeling-based instruction in science education from 1980-2010. Poster presented at National Association for Research in Science Teaching (NARST) Conference 2013, Puerto Rico, USA.

§  C5. Dubois, D., Jurkiewicz, M., Fazio, X., Namdar, B., Sung, S., Luft, J., & Hewson, P. (2013, January). International early career secondary science teacher education Part II: Canada, Taiwan, Turkey, and South Africa. Panel presented at the International conference of Association for Science Teacher Education (ASTE) , Charleston, SC, USA

§  C4. Namdar, B., Chen, Y., Luo, H., Lee, S.H., Lei, J (CoPI)., & Shen, J. (PI). (2012, June). Achievements and challenges of model-based instruction (ACMBI) in science education from 1980 to 2010. Poster presented at the DR K-12 PI meeting 2012, Crystal City, Arlington, VA,  USA

§  C3. Namdar, B., & Shen, J. (2012, March). Fukushima disaster: Online debate and its implication in socioscientific argumentation. Poster presented at the National Association of Research in Science Teaching (NARST) Conference 2012. Indianapolis, IN, USA

§  C2. Thomson, N., Tippins, D.J., Bobe, R., Scott, A., Bloch, L., Namdar, B., & Hakala, S. (2012, March). Are We Failing to Prepare 21st Century Teachers for Diversity Lost? : Climate's Influence on Evolution. Poster presented at the National Association of Research in Science Teaching (NARST) Conference 2012. Indianapolis, IN, USA.

§  C1. Shen, J., Enriquez, R. & Namdar, B. (2011, July). Collaborative, technology-enhanced & modeling-based instruction environments in science education. Poster presented at the International Conference of the Computer Supported Collaborative Learning (CSCL) 2011. HongKong, China. 

D. Presentations Regional

§  D4.Namdar, B. & Shen, J. (2013, October). Creating a social network of knowledge through a computer supported collaborative learning environment. Paper presented at the Southeastern Association for Science Teacher Education (SASTE), Conference, Statesboro, GA, USA

§  D3.Kim, Y., Namdar, B., & Shen, J. (2013, October). Functions and benefits of technology in technology-enhanced modeling-oriented assessment. Paper presented at the Southeastern Association for Science Teacher Education (SASTE), Conference, Statesboro, GA, USA

§  D2. Namdar, B. & Shen, J. (2012, October). Designing a technology-enhanced learning unit for knowledge organization to foster collaborative argumentation. Paper presented at Southeastern Association for Science Teacher Education (SASTE) Conference, Macon, GA, USA

§  D1. Kete, R., Horasan, Y. & Namdar, B. (2010, September). Fizik, kimya, biyoloji öğretmen adaylarının alternatif ölçme ve değerlendirme konusundaki bilgi düzeylerinin incelenmesi. Paper presented at the 9th National Congress of Science and Mathematics Education 2010. İzmir, Turkey.

Proceedings Published

§  Namdar, B. & Shen, J. (2014). Knowledge organization with multiple external representations for socioscientific argumentation: A case on nuclear energy. Polman, J. L., Kyza, E. A., O'Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O'Connor, K., Lee, T., and D'Amico, L. (Eds.). (2014). Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 1. Boulder, CO: International Society of the Learning Sciences. pp. 254-261.

§ Namdar, B.  & Shen, J. (2013). Knowledge organization with multiple external representations in an argumentation based computer supported collaborative learning environment. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.). To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia. International Society of the Learning Sciences. pp, 344-351.

 



 

 

 

 

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