| Using hands-on and virtual laboratories alone or together―which works better for acquiring knowledge and skills? HO Kapici, H Akcay, T de Jong Journal of science education and technology 28, 231-250, 2019 | 137 | 2019 |
| The impact of a science/technology/society teaching approach on student learning in five domains H Akcay, RE Yager Journal of Science Education and Technology 19, 602-611, 2010 | 131 | 2010 |
| The advantages of an inquiry approach for science instruction in middle grades RE Yager, H Akcay School Science and Mathematics 110 (1), 5-12, 2010 | 128 | 2010 |
| Comparison of student learning outcomes in middle school science classes with an STS approach and a typical textbook dominated approach RE Yager, H Akcay RMLE Online 31 (7), 1-16, 2008 | 106 | 2008 |
| Effectiveness of Science-Technology-Society (STS) Instruction on Student Understanding of the Nature of Science and Attitudes toward Science. B Akcay, H Akcay International Journal of Education in Mathematics, Science and Technology 3 …, 2015 | 99 | 2015 |
| Change in student beliefs about attitudes toward science in grades 6-9 H Akcay, RE Yager, SM Iskander, H Turgut Asia-Pacific Forum on Science Learning and Teaching 11 (1), 1-18, 2010 | 79 | 2010 |
| Bilim sözde-bilim ayrımı tartışmasının öğretmen adaylarının bilimin doğası inanışlarına etkisi H Turgut, H Akçay, S İrez Kuram ve Uygulamada Eğitim Bilimleri 10 (4), 2621-2663, 2010 | 56 | 2010 |
| Improving student teachers’ TPACK self-efficacy through lesson planning practice in the virtual platform HO Kapici, H Akcay Educational Studies 49 (1), 76-98, 2023 | 47 | 2023 |
| Comparing science learning among 4th-, 5th-, and 6th-grade students: STS versus textbook-based instruction RE Yager, AR Choi, SO Yager, H Akcay Journal of Elementary Science Education 21 (2), 15-24, 2009 | 47 | 2009 |
| Structuring a new socioscientific issues (SSI) based instruction model: Impacts on pre-service science teachers’(PSTs) critical thinking skills and dispositions M Gül, H Akcay International Journal of Research in Education and Science 6 (1), 2020 | 45 | 2020 |
| Preservice science teachers beliefs about science-technology and their implication in society E Bakar, S Bal, H Akcay Eurasia Journal of Mathematics, Science and Technology Education 2 (3), 18-32, 2006 | 43 | 2006 |
| ÇOKLU YAZMA ETKINLIKLERININ FEN VE TEKNOLOJI DERSI ÖĞRETIMINDE KULLANILMASININ ÖĞRENCI BAŞARISI VE KAVRAM ÖĞRENMEYE ETKISI H AKÇAY, BB ÖZYURT, BB AKÇAY Bayburt Eğitim Fakültesi Dergisi 9 (2), 15-31, 2014 | 42 | 2014 |
| How do different laboratory environments influence students’ attitudes toward science courses and laboratories? HO Kapici, H Akcay, T de Jong Journal of Research on Technology in Education 52 (4), 534-549, 2020 | 38 | 2020 |
| A comparison of student learning in STS vs those in directed inquiry classes RE Yager, A Choi, SO Yager, H Akcay Electronic Journal of Science Education 13 (2), 2009 | 33 | 2009 |
| Ortaokul fen bilimleri ders kitaplarının Bloom taksonomisine göre incelenmesi B Akçay, H Akçay, E Kahramanoğlu Uludağ Üniversitesi Eğitim Fakültesi Dergisi 30 (2), 521-549, 2017 | 31 | 2017 |
| Comparison of simulation-based and textbook-based instructions on middle school students’ achievement, inquiry skills and attitudes A Cayvaz, H Akcay, HO Kapici International Journal of Education in Mathematics, Science and Technology 8 …, 2020 | 30 | 2020 |
| Promoting preservice teachers’ attitudes toward socioscientific issues S Yerdelen, M Cansiz, N Cansiz, H Akcay Journal of Education in Science Environment and Health 4 (1), 1-11, 2018 | 28 | 2018 |
| What Results Indicate Concerning the Successes with STS Instruction. RE Yager, H Akcay Science Educator 16 (1), 13-21, 2007 | 28 | 2007 |
| Students learning to use the skills used by practicing scientists H Akcay, RE Yager Eurasia Journal of Mathematics, Science and Technology Education 12 (3), 513-525, 2016 | 26 | 2016 |
| The effects of varied inquiry experiences on teacher and student questions and actions in STS classrooms RE Yager, NH Abd-Hamid, H Akcay Bulletin of Science, Technology & Society 25 (5), 426-434, 2005 | 25 | 2005 |
