Fatih Mercan

Assoc. Prof.
E-Mail: 
fatih.mercan@boun.edu.tr
Office: 
EF 607
Phone: 
0212 359 7274
Education: 

PhD., Science Education, The Ohio State University, 2007

MA., Science Education, The Ohio State University, 2001

BA., Physics Education, Marmara University, 1998

Publications: 
  • Arpacı, S., Mercan, F. Ç., & Arıkan, S. (2021). The differential relationships between PISA 2015 science performance and, ICT availability, ICT use and attitudes toward ICT across regions: evidence from 35 countries. Education and Information Technologies, 1-20.
  • MERCAN FATİH ÇAĞLAYAN (2020). Control-value theory and enjoyment of science: A cross-national investigation with 15-year-olds using PISA 2006 data. Learning and Individual Differences, 80 (May 2020, 101889).
  • MERCAN FATİH ÇAĞLAYAN (2015). Physics Teachers Views on the Content and Structure of the Physics Teaching Program. Eurasian Journal of Physics and Chemistry Education, 7(1), 2-17.
  • MERCAN FATİH ÇAĞLAYAN (2015). Secondary Physics, Chemistry, and Biology (PCB) Teachers Views about In-service Training Related to Curricular Change. K-12 STEM Education, 1(2), 101-109.
  • MERCAN FATİH ÇAĞLAYAN,BUKET YAKMACI GÜZEL,AKARSU FÜSUN (2014). Topics and Trends in Current Science Education Contributions from Science Education Research. Exploring Secondary Students’ Arguments in the Context of Socio-scientific Issues, (Eds)Catherine Bruguière, Andrée Tiberghien, Pierre Clément, Springer, ISBN:978-94-007-7280-9
  • MERCAN FATİH ÇAĞLAYAN (2014). 2007 Ortaöğretim Kimya Dersi Öğretim Programının İçeriği ve Kurgusuyla İlgili Öğretmen Görüşleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 30, 1-22.
  • AKÇİL ÖZLEM,TOĞROL HATİCE AYŞENUR,MERCAN FATİH ÇAĞLAYAN,PÜSKÜLCÜ SEYHUN, TANIRCAN GÜLÜM,BAYKAL ALİ (2014). Yeniden Düzenlenmiş Temel Afet Bilinci Eğitim Programının Okul Dışı Bilim Öğrenme Ortamında Etkililiğinin İncelenmesi. Boğaziçi Üniversitesi Eğitim Dergisi, 31(2), 99-126.
  • MERCAN FATİH ÇAĞLAYAN (2013). Turkish physics teachers’ views about the 2007 physics teaching program and its implementation. Educational Research and Reviews, 8(17), 1559-1573., Doi: 10.5897/ERR2013.1564
  • MERCAN FATİH ÇAĞLAYAN (2012). Epistemic Beliefs about Justification Employed by Physics Students and Faculty in Two Different Problem Contexts. International Journal of Science Education, 34(9), 1411-1441., Doi: 10.1080/09500693.2012.664794
Courses: 

SCED 240 SCIENCE,TECHNOLOGY & SOCIETY

SCED 320 TEACHING METHODS IN SCIENCE AND MATHEMATICS

SCED 404 APPLIED RESEARCH IN SCIENCE AND MATHEMATICS EDUCATION

SCED 442 PRACTICE TEACHING IN PHYSICS

SCED 450 SCHOOL EXPERIENCE IN TEAC.MATH.&SCIENCE

SCED 441 TEACHING METHODS IN PHYSICS

SCED 418 SEMINAR ON PRACTICE TEACHING IN PHYSICS

SCED 544 SCIENCE CURRICULUM DEVELOPMENT STUDY

Theses Directed: 
  1. SÜMEYYE ARPACI (2020). Investigating the role of computerized assessment and other correlates on students' science performance in PISA 2015 / Bilgisayar tabanlı sınavın ve diğer değişkenlerin PISA 2015 fen başarısına etkisinin incelenmesi.  Boğaziçi Üniversitesi/Fen Bilimleri Enstitüsü/Ortaöğretim Fen ve Matematik Alanları Eğitimi Anabilim Dalı
  2.  SAĞLAM KARAÇAL SEZİN (2019), Exploring Changes on Science Teachers' Conceptions About Professional Development, Boğaziçi Üniversitesi/Fen Bilimleri Enstitüsü/Ortaöğretim Fen ve Matematik Alanları Eğitimi Anabilim Dalı
  3. BÖYÜKSOLAK ARİF (2016), TESTING PREDICTIONS FROM SELF DETERMINATION THEORY USING PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA) 2012 DATA FOR MATHEMATICS LEARNING, Boğaziçi Üniversitesi/Fen Bilimleri Enstitüsü/Ortaöğretim Fen ve Matematik Alanları Eğitimi Anabilim Dalı
  4. TEBONG LAWRENCE TEZOH, (2015). EXPLORING THE RELATIONSHIP BETWEEN STUDENTS' MATHEMATICS LITERACY AND THEIR ACCESS TO AND USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT): USING PISA 2012 DATA, Boğaziçi Üniversitesi/Fen Bilimleri Enstitüsü/Ortaöğretim Fen ve Matematik Alanları Eğitimi Anabilim Dalı
  5. ÖZÜLKÜ ELİF, (2013). Exploring the enactment of the 2007 Secondary School Physics Curriculum at an Anatolian High School in Istanbul, Boğaziçi Üniversitesi/Fen Bilimleri Enstitüsü/Ortaöğretim Fen ve Matematik Alanları Eğitimi Anabilim Dalı
  6. AKÇİL ÖZLEM, (2011). Development and exploring the effectiveness of the revised version of basic disaster awareness training program designed in a non-formal science learning environment, Boğaziçi Üniversitesi/Fen Bilimleri Enstitüsü/Ortaöğretim Fen ve Matematik Alanları Eğitimi Anabilim Dalı (Co-advisor)
Research Projects: 
  1. Enhancement of Skills in Retail, AB PROJESİ, Araştırmacı, 2017
  2. Başarı Duygularının Kontrol-değer Kuramının Öngörülerinin PISA verileri ile Sınanması, BAP, Yürütücü, 2015
  3. Enabling Vocational Education Training teachers and trainers to better reach adult learners and improve learning outcomes, AB PROJESİ, Araştırmacı, 2013
  4. Ortaöğretim Fizik, Kimya ve Biyoloji Öğretmenleri’nin Fen Eğitimi Reformuna Bakışlarının İncelenmesi, BAP, Yürütücü, 2011-2012
  5. Argumentation and Reasoning of High School Students in the Context of Socio-Scientific Issues, BAP, Yürütücü, 2009-2011
Research Interests: 

Personal Epistemology

Argumentation

Curriculum Development and Evaluation

Teacher Training

Large Scale Educational Assessments

Memberships: 
Fen Eğitimi Araştırmaları Derneği, Üye
European Science Education Researchers Association, Üye
Designes, Awards and Patents: 

Excellence in Teaching Award, BOĞAZİÇİ ÜNİVERSİTESİ, 2013

Excellence in Teaching Award, BOĞAZİÇİ ÜNİVERSİTESİ, 2011

Talks / Presentations: 
  1. Arpacı, Sümeyye, Mercan, Fatih Çağlayan ,  & Arıkan (2021), Serkan. Ülkelerin PISA 2015 Fen Performansı ve BİT Kaynaklarına Ulaşım, BİT Kaynaklarının Kullanımı ve BİT Kaynaklarına Karşı Tutumlar Arasındaki İlişkinin Değişkenliği. EĞİTİMDE ÖLÇME DEĞERLENDİRME UYGULAMALARI ULUSAL KONGRESİ
  2. MERCAN, FATİH ÇAĞLAYAN (2020). Science Performance, Extracurricular Activities, Enjoyment And Anxiety: A Study Of Four Countries Using Pisa 2015 Data. 2. Uluslararası Fen, Matematik, Girişimcilik ve Teknoloji Eğitimi Kongresi
  3. MERCAN FATİH ÇAĞLAYAN (2016) Comparing the Effects of Enjoyment on Environmental Awareness and Responsibility across Countries. In J. Lavonen, K. Juuti, J. Lampiselka, A. Uitto, K. Hahl (eds.) Electronic Proceedings of the ESERA 2015 Conference. Science education research: Engaging learners for a sustainable future, pp.1356-1365.
  4. MERCAN FATİH ÇAĞLAYAN (2015) Teacher responses to science content in an externally driven curriculum reform: A perspective from Turkey. 2015 National Association for Research in Science Teaching (NARST) Annual International Conference
  5. MERCAN FATİH ÇAĞLAYAN (2014) Chemistry Teachers’ Implementation of Science Curriculum Reform: A perspective from Turkey. 2014 National Association for Research in Science Teaching (NARST) Annual International Conference, (Kontrol No: 1461052)
  6. MERCAN FATİH ÇAĞLAYAN (2014) Öğretmenlerin 2007 Ortaöğretim Fizik Dersi Öğretim Programının Yapım ve Değişim Süreciyle İlgili Görüşleri. 1. Ulusal Fizik Eğitimi Kongresi
  7. MERCAN FATİH ÇAĞLAYAN (2013). Secondary Physics, Chemistry, and Biology (PCB) Teachers’ Views about In-service Training Related to Curricular Change. THE INTERNATIONAL SCIENCE, MATHEMATICS AND TECHNOLOGY EDUCATION CONFERENCE (ISMTEC)
  8. MERCAN FATİH ÇAĞLAYAN (2013) Physics, chemistry, and biology teachers' views about intended and enacted curriculum. International Conference Psychology Education, Guidance and Counselling
  9. ​MERCAN FATİH ÇAĞLAYAN (2012) Secondary school physics teachers' views about the alignment of the new physics curriculum with instruction and assessment in Turkey. The World Conference on Physics Education
  10. MERCAN FATİH ÇAĞLAYAN (2011). Newton's laws are not relative: Physics students' and facultys' beliefs about knowledge in the context of solving a well-structured problem. 11th International IHPTS and 6th Greek History, Philosophy and Science Teaching Joint Conference, 1, 513-518.
  11. MERCAN FATİH ÇAĞLAYAN (2011). Turkish Secondary School Students Views on Socioscientific Issues: Resolution Requires Action. European Science Education Research Association (ESERA) 2011 Conference, 7, 75-81.
  12. MERCAN FATİH ÇAĞLAYAN (2010). Pre-service teachers' views on blended learning in the context of a science and mathematics teaching methods course. International Educational Technology Conference 2010 Proceedings Book, 2, 1211-1219. 
  13. MERCAN FATİH ÇAĞLAYAN (2009) Epistemological belief types: exploring beliefs about knowledge in the context of solving a well-structured and an ill-structured problem. European Science Education Research Association (ESERA) 2009 Conference
Department: 
Physics Education