Tas, Yasemin

The impact of design-based science instruction on students' science achievement and science process skills

Investigating the change in prospective science teachers' self-efficacy beliefs and the sources of this change during the teaching practice course

Predicting students' critical thinking dispositions in science through their perceptions of constructivist learning environments and metacognitive self-regulation strategies: a mediation analysis

TEACHERS' SELF-EFFICACY BELIEFS AND OPINIONS ABOUT DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC