Yayınlar A. Uluslararası diğer hakemli dergilerde yayınlanan makaleler 1. Başer M. (2006). Effect of Conceptual Change Oriented Instruction on Students Understanding of Heat and Temperature Concepts. Journal of Maltese Education Research, 4(1), s. 64-79. 2. Başer M. (2006). Fostering Conceptual Change by Cognitive Conflict Based Instruction on Students Understanding of Heat and Temperature Concepts, Eurasia Journal of Mathematics, Science and Technology Education, 2(2),, s. 97-115, 2006. 3. Başer M. (2006). Promoting conceptual change through active learning using open source software for physics simulations. Australasian Journal of Educational Technology, 22(3), 336-354. 4. Başer M. (2006). Effects of Conceptual Change and Traditional Confirmatory Simulations on Pre-Service Teachers Understanding of Direct Current Circuits, Journal of Science Education and Technology, 15(5-6), 367-381. 5. Başer M., Geban Ö. (2007). Effectiveness of Conceptual Change Instruction on Understanding of Heat and Temperature Concepts, Research In Science & Technological Education, 25(1), 115-133. 6. Başer M. (2007). Hydraulic Capacitor Analogy, The Physics Teacher, 45(3), 172-173. 7. Başer M., Geban Ö. (2007). Effect of Instruction Based on Conceptual Change Activities on Students Understanding of Static Electricity Concepts, Research In Science & Technological Education, 25(2), 243-267. 8. Başer M., Durmuş S. (2010). The Effectiveness of Computer Supported Versus Real Laboratory Inquiry Learning Environments on the Understanding of Direct Current Electricity among Pre-Service Elementary School Teachers. EURASIA Journal of Mathematics, Science and Technology Education, 6(1), 47-61. B. Uluslararası bilimsel toplantılarda sunulan ve bildiri kitabında (Proceedings) basılan bildiriler 1. Cataloglu E., Baser M., (2005). Open Source Software in Teaching Physics: A Case Study on Vector Algebra and Visual Representations, A paper presented at Open Source for Education in Europe, Open University of the Netherlands November 14-15, 2005. p. 65-73, Heerlen. C. Ulusal hakemli dergilerde yayınlanan makaleler 1. Başer M., Çataloğlu E. (2005). Kavram Değişimi yöntemine dayalı öğretimin öğrencilerin ısı ve sıcaklık konusundaki 'Yanlis Kavramlar'ının giderilmesindeki etkisi, Hacettepe Eğitim Fakültesi Dergisi, 29, 43-52 2. Çataloğlu E., Başer M., (2005). Eğitimde Serbest Açık Kaynak Kodlu Yazılımların Kullanılması:KDE Örneği, İlköğretim Online, 4(2), s.46-54
D. Ulusal bilimsel toplantılarda sunulan ve bildiri kitabında basılan bildiriler 1. Başer, M. (2007). Bilişsel Zıtlaşmaya Dayalı Öğretimde Öğrencilerin Kaygıları ile Kavramsal Değişim Arasındaki İlişki, Ulusal Teknik Eğitim, Mühendislik ve Eğitim Bilimleri Genç Araştırmacılar Sempozyumu. Kocaeli Universitesi: 20-22 Haziran, 2007, Kocaeli. (Bildiri) 2. Başer M. (2006). Zihinsel Zıtlaşmaya Dayalı Kavramsal Değişim Öğretiminin Isı ve Sıcaklık Konusundaki Kavramları Anlamasındaki Etkisi, VII. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Gazi Üniversitesi, 07-09 Eylül, 2006, Ankara. 3. Başer M. (2006). Açık Kaynak Kodlu Yazılımların Elektrik Devrelerinin Öğretilmesinde Kullanılması, VII. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Gazi Üniversitesi, 07-09 Eylül, 2006, Ankara. (Poster) E. Diğer yayınlar 1. Başer M. (2001) Python. Pusula., İstanbul, 2001 (Bilgisayar/Programlama) 2. Başer M. (2004) Linux Ağ Servisleri. Pusula. İstanbul, 2004 (Bilgisayar/İşletim Sistemi) 3. Başer M., Çataloğlu E.(2005) Açık Kaynak Yazılımların Eğitimde Kullanılması Güncel Gelişmeler Işığında İlköğretim: Matematik-Fen-Teknoloji, Ed: Altun, A. ve Oklun, S.,Ankara: Anı Yayıncılık. 4. Başer M. (2006) Fen ve Teknoloji Eğitiminde Bilgisayar ve İlgili Teknolojilerin Kullanımı, Ed. Doç. Dr. Mehmet Bahar, Fen ve Teknoloji Öğretimi, Pegama: Ankara, 2006. 5. Başer M. (2006). Işığın Yayılması ve Yansıması. Ed. Doç. Dr. Ali Azar, Genel Fizik, Lisans: İstanbul 6. Başer M., OpenOffice.Org. PCWorld, 16(5), s. 134-138,2003. 7. Başer M., KDE-3.1. PCWorld, 16(7), s. 144-148,2003. 8. Başer M., Linux'un Dünü Bugünü. PCWorld, 16(9), s. 132-134, 2003. F. Uluslararası atıflar (Toplam Atıf Sayısı: 28) [Tespit Edilenler] 1. Başer M. (2006). Effect of Conceptual Change Oriented Instruction on Students Understanding of Heat and Temperature Concepts. Journal of Maltese Education Research, 4(1), s. 64-79. 1. Kurnaz, M.A. & Çalık, M. (2008). Using different conceptual change methods embedded within 5e model: A sample teaching for heat and temperature. Journal of Physics Teacher Education Online, 5(1), 3-10. 2. Bawaneh, A.K.A., Md Zain, An., N. & Ghazali, M. (2010). The Effectiveness of Conflict Maps and the V-Shape Teaching Method in Science Conceptual Change among Eighth- Grade Students in Jordan. International Education Studies, 3(1), 96-108. 3. Bawaneh, A.K.A., Md Zain, An., N. & Ghazali, M. (2010). Investigating tenth grade Jordanian Students' thinking
styles based on Herrmann's Whole Brain Model for the purpose of developing new teaching method in modifying science misconceptions. Educational Research, 1(9) 363-372. 2. Başer, M (2006). Fostering Conceptual Change by Cognitive Conflict Based Instruction on Students Understanding of Heat and Temperature Concepts. Eurasia Journal of Mathematics, Science and Technology Education, 2(2), s. 97-115, (2006). 4. Coştu, B.Learning Science through the PDEODE Teaching Strategy: Helping Students Make Sense of Everyday Situations. Eurasia Journal of Mathematics, Science & Technology Education, 2008, 4(1), 3-9. 5. Kurnaz, M.A. & Çalık, M. (2008). Using different conceptual change methods 6. Ma, L. (2007). Investigating and Improving Novice Programmers Mental Models of Programming Concepts. Unpublished PHD thesis, University of Strathclyde Department of Computer & Information Sciences (Glasgow, UK). 7. Tuysuz, C. (2009). Development of two-tier diagnostic instrument and assess students understanding in chemistry. Scientific Research and Essay, 4 (6), 626-631. 8. Sahin, C., Calik, M. & Cepni, S. (2009). Using different conceptual change methods embedded within 5E model: A sample teaching of liquid pressure. Energy Education Science and Technology Part B: Social and Educational Studies, 1(3), 115-125. 3. Baser, M. (2006). Promoting conceptual change through active learning using open source software for physics simulations. Australasian Journal of Educational Technology, 22(3), 336-354. 9. Kay, R.H. & Knaack, L. (2008). Assessing learning, quality and engagement in learning objects: the Learning Object Evaluation Scale for Students (LOES-S). Educational Technology Research and Development, DOI 10.1007/s11423-008-9094-5. 10. Kay, R.H. & Knaack, L. (2008). Investigating the Use of Learning Objects for Secondary School Mathematics. Interdisciplinary Journal of E-Learning and Learning Objects, 4, 269-289. 11. Kay, R. & Knaack, L. (2009). Analysing the Effectiveness of Learning Objects for Secondary School Science Classrooms. Journal of Educational Multimedia and Hypermedia. 18 (1), s. 113-135. 12. Kay, R. & Knaack, L. (2008) A multi-component model for assessing learning objects: The learning object evaluation metric (LOEM). Australasian Journal of Educational Technology, 24(5), 574-591.
4. Başer, M. (2006). Effect of Conceptual Change Oriented Instruction on Students Understanding of Heat and Temperature Concepts. Journal of Maltese Education Research, 4(1), s. 64-79 13. Kurnaz, M.A. & Çalık, M. (2008). Using different conceptual change methods 14. Anyanwu, R. N, (2008). The implementation and evaluation of a constructivist intervention in secondary school science teaching in Seychelles. Unpublished PHD thesis, University of South Africa, Department of Psychology Education (Pretoria, South Africa) 5. Başer M. (2006) Effects of Conceptual Change and Traditional Confirmatory Simulations on Pre-Service Teachers Understanding of Direct Current Circuits, Journal of Science Education and Technology, 15(5-6), s. 367-381,2006. 15. Lara Kathleen Smetana & Randy L. Bell (2011): Computer Simulations to Support Science Instruction and Learning: A critical review of the literature, International Journal of Science Education, DOI:10.1080/09500693.2011.605182 16. Trundle, K.C. & Bell, R.L. (2010). The use of a computer simulation to promote conceptual change: A quasi-experimental study, Computers & Education, 54(4), 1078-1088. doi:10.1016/j.compedu.2009.10.012 17. Özmen, H. (2007). The effectiveness of conceptual change texts in remediating high school students alternative conceptions concerning chemical equilibrium, Asia Pacific Education Review, 8(3), 413-425. 6. Baser, M. & Geban, Ö. (2007). Effectiveness of Conceptual Change Instruction on Understanding of Heat and Temperature Concepts. Research In Science & Technological Education, 25(1), s. 115-133. 18. Özmen, H. (2007). The effectiveness of conceptual change texts in remediating high school students alternative conceptions concerning chemical equilibrium. Asia Pacific Education Review, 8(3), s. 413-425. 19. Taştan, Ö., Yalçınkaya, E. & Boz, Y. (2008). Effectiveness of Conceptual Change Text-oriented Instruction on Students Understanding of Energy in Chemical Reactions. Journal of Science Education and Technology, 17(5), s. 444-453. 20. Kurnaz, M.A. & Çalık, M. (2008). Using different conceptual change methods 21. Choksin, T., Ratchapak, C., Chernchok, S., Manjula, D., S., & Ian D., J. (2009). The effect of Interactive Lecture Demonstrations on students' understanding of heat and temperature: a study from Thailand, Research in Science & Technological Education,27(1), s. 61 74. 22. Demircioglu, G., (2009). Comparison of the effects of conceptual change texts implemented after and before instruction on secondary school students understanding of acid-base concepts. Asia-Pacific Forum on Science Learning and Teaching, 10(2), Article 5. 23. Çıbık, A.S., Diken, E.H. (2008). The effect of group works and demonstrative
experiments based on conceptual change approach: Photosynthesis and respiration. Asia-Pacific Forum on Science Learning and Teaching, 9(2), Article 2. 7. Başer M., Geban Ö. (2007). Effect of Instruction Based on Conceptual Change Activities on Students Understanding of Static Electricity Concepts. Research In Science & Technological Education, 25(2). 24. Tanahoung, C., Chitaree, R., Soankwan, C., Sharma, M.D. & Johnston, I.D. (2009). The effect of Interactive Lecture Demonstrations on students' understanding of heat and temperature: a study from Thailand, Research in Science & Technological Education, 27(1), 61 74. 25. Dilber, R., Karaman, İ. & Duzgun, B. (2009). High school students' understanding of projectile motion concepts. Educational Research and Evaluation, 15(3), 203 222 26. Bilal, E. & Erol, M. (2009). Investigating Students Conceptions of Some Electricity Concepts, Latin-American Journal of Physics Education, 3(2), 193-201. 27. Suppapittayaporn, D., Emarat, N. & Arayathanitkul, K. (2010). The effectiveness of peer instruction and structured inquiry on conceptual understanding of force and motion: a case study from Thailand. Research in Science & Technological Education, 28(1), 63-79. 8. Başer M. (2007). Hydraulic Capacitor Analogy, The Physics Teacher, 45(3), 172-173. G. Projeler 28. Sztrajman, J. y Sztrajman, A. (2009). Enseñanza de la capacidad eléctrica por analogía con un cilindro de gas natural comprimido. Enseñanza de las Ciencias, Número Extra VIII Congreso Internacional sobre Investigación en Didáctica de las Ciencias, Barcelona, pp. 1864-1868 1. İşkur, 2009. Evde Çocuk Bakıcılığı. Görevi: Eğitmen 2. MKÜ/BAP, 2009. Öğrencilerin UNIX İşletim sistemine Karşı Tutumlarının Belirlenmesi ve Tütüm Ölçeğinin Geliştirilmesi. Görevi: Proje Yöneticisi