Semra Sungur
Semra Sungur
Verified email at
Cited by
Cited by
Effects of problem-based learning and traditional instruction on self-regulated learning
S Sungur, C Tekkaya
The journal of educational research 99 (5), 307-320, 2006
Environmental attitudes of young people in Turkey: Effects of school type and gender
G Tuncer*, H Ertepinar, C Tekkaya, S Sungur
Environmental education research 11 (2), 215-233, 2005
Assessing pre-service teachers’ environmental literacy in Turkey as a mean to develop teacher education programs
G Tuncer, C Tekkaya, S Sungur, J Cakiroglu, H Ertepinar, M Kaplowitz
International Journal of educational development 29 (4), 426-436, 2009
Modeling the relations among students' epistemological beliefs, motivation, learning approach, and achievement
B Kizilgunes, C Tekkaya, S Sungur
The Journal of educational research 102 (4), 243-256, 2009
The contribution of conceptual change texts accompanied by concept mapping to students' understanding of the human circulatory system
S Sungur, C Tekkaya, Ö Geban
School Science and Mathematics 101 (2), 91-101, 2001
Modeling the relationships among students' motivational beliefs, metacognitive strategy use, and effort regulation
S Sungur
Scandinavian journal of educational research 51 (3), 315-326, 2007
Biology concepts perceived as difficult by Turkish high school students
C Tekkaya, Ö Özkan, S Sungur
Hacettepe üniversitesi eğitim fakültesi dergisi 21 (21), 2001
Improving achievement through problem-based learning
S Sungur, C Tekkaya, Ö Geban
Journal of biological Education 40 (4), 155-160, 2006
A conceptual model of relationships among constructivist learning environment perceptions, epistemological beliefs, and learning approaches
K Ozkal, C Tekkaya, J Cakiroglu, S Sungur
Learning and individual differences 19 (1), 71-79, 2009
Parental influences on students' self-concept, task value beliefs, and achievement in science
B Senler, S Sungur
The Spanish journal of psychology 12 (1), 106-117, 2009
Middle school students’ science self-efficacy and its sources: Examination of gender difference
D Kıran, S Sungur
Journal of Science Education and Technology 21, 619-630, 2012
The contribution of cognitive and metacognitive strategy use to students' science achievement
G Akyol, S Sungur, C Tekkaya
Educational Research and Evaluation 16 (1), 1-21, 2010
Turkish high school students' biology achievement in relation to academic self-regulation
N Yumusak, S Sungur, J Cakiroglu
Educational Research and evaluation 13 (1), 53-69, 2007
Teacher self‐regulation: Examining a multidimensional construct
Y Capa‐Aydin, S Sungur, E Uzuntiryaki
Educational Psychology 29 (3), 345-356, 2009
The role of classroom environment perceptions in self-regulated learning and science achievement
S Sungur, S Güngören
Elementary Education Online 8 (3), 2009
The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement
FM Ucar, S Sungur
Research in Science & Technological Education 35 (2), 149-168, 2017
An implementation of problem based learning in high school biology courses
S Sungur
Middle East Technical University, 2004
Students' achievement in human circulatory system unit: The effect of reasoning ability and gender
S Sungur, C Tekkaya
Journal of Science Education and Technology 12, 59-64, 2003
Developing a structural model on the relationship among motivational beliefs, self-regulated learning strategies, and achievement in mathematics
FK Fadlelmula, E Cakiroglu, S Sungur
International journal of science and mathematics education 13, 1355-1375, 2015
An analysis of Turkish high school students' metacognition and motivation
S Sungur, B Senler
Educational Research and Evaluation 15 (1), 45-62, 2009
The system can't perform the operation now. Try again later.
Articles 1–20