Hasan Özgür Kapıcı
Postdoc, Department of Physics, Physics Education Division, Ludwig-Maximilians-Universitat Munchen, 2024
Postdoc, Department of Mathematics and Science Education, Bogazici University, 2022
Ph. D. in Science Education, Yildiz Technical University, 2021
M. Sc in Science Education, Istanbul University, 2014
B. Sc in Science Education, Bogazici University, 2011
Kapici, H. O. (Accepted). The impact of digital inquiry versus classroom-based instruction on learners' outcomes. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-025-10246-9 (SSCI)
de Jong, T., Georgiou, M., Kapici, H. O., Schwichow, M., & Visser, T. C. (2025). Why not have the best of two worlds? How to use direct instruction principles in inquiry-based instructional design. Learning and Individual Differences, 124, 102785. (SSCI)
Kapici, H. O. (2025). Does inquiry-based learning work better in regular classrooms or computer-based settings? Instructional Science, 53(4), 705-728. (SSCI)
Kapici, H. O., & Akcay, H. (2023). Improving student teachers’ TPACK self-efficacy through lesson planning practice in the virtual platform. Educational Studies, 49(1), 76-98. (SSCI)
Kapici, H. O., Akcay, H., & Cakir, H. (2022). Investigating the effects of different levels of guidance in inquiry-based hands-on and virtual science laboratories. International Journal of Science Education, 44(2), 324-345. (SSCI)
Kapici, H. O., Akcay, H., & Koca, E. E. (2022). Comparison of the quality of written scientific arguments in different laboratory environments. International Journal of Science and Mathematics Education, 20(1), 69-88. (SSCI)
Kapici, H. O., Akcay, H., & de Jong, T. (2020). How different laboratory environments influence students’ attitudes toward science courses and laboratories. Journal of Research on Technology in Education, 52(4), 534-549. (SSCI)
Kapici, H. O., Akcay, H., & de Jong, T. (2019). Using hands-on and virtual laboratories alone or together – which works better for acquiring knowledge and skills? Journal of Science Education and Technology, 28(3), 231-250. (SSCI)
Kapici, H. O., & Ilhan, G. O. (2016). Pre-service teachers’ attitudes toward socio-scientific issues and their views about nuclear power plants. Journal of Baltic Science Education, 15(5), 642-652. (SSCI)
Kapici, H. O., & Savasci-Acikalin, F. (2015). Examination of visuals about the particulate nature of matter in Turkish middle school science textbooks. Chemistry Education Research and Practice, 16(5), 518-536. (SSCI)
SCED 240 SCIENCE, TECHNOLOGY AND SOCIETY
SCED 282 PRINCIPLES AND METHODS OF INSTRUCTION IN MATHEMATICS AND SCIENCE
SCED 351 LABORATORY APPLICATIONS IN SCIENCE EDUCATION
SCED 404 RESEARCH METHODS IN MATHEMATICS AND SCIENCE EDUCATION
SCED 444 APPLIED RESEARCH IN MATH AND SCIENCE EDUCATION
SCED 450 PRACTICE TEACHING IN MATHEMATICS AND SCIENCE
SCED 462 PRACTICE TEACHING IN SCIENCE
SCED 571 QUANTITATIVE METHODS IN EXPERIMENTAL RESEARCH
Researcher in the project entitled “Removing barriers in digital and STEM” funded by TUBITAK (The Scientific and Technological Research Council of Turkey) Grant Number 124K983, August 2024 - ….
Principal investigator of the project entitled “Examining students’ interactions with different inquiry-based learning environments through learning process analyses” funded by TUBITAK (The Scientific and Technological Research Council of Turkey), Grant Number 1059B192201329, May 2024-August 2024.
Principal investigator of the project entitled “Teaching science on the virtual platform: Inquiry-based learning spaces” funded by TUBITAK (The Scientific and Technological Research Council of Turkey) Grant Number 118C505, July 2021 - September 2022.
Principal investigator of the project entitled “Finnish and Turkish pre-service science teachers’ learning of science and knowledge construction in different laboratory environments” funded by the University of Jyvaskyla, October 2021 - September 2022.
Researcher in the project entitled “Yarınımı bugünden düşünüyorum: Ekoyıldızlar iş başında” funded by TUBITAK (The Scientific and Technological Research Council of Turkey) Grant Number 2765617, June 2017 - June 2018.
I am a faculty member in the Department of Mathematics and Science Education at Boğaziçi University. I graduated from the Science Education program at Boğaziçi University in 2011 and later completed my M.Sc. (2014) at Istanbul University and my Ph.D. (2021) at Yıldız Technical University in the same field. My research focuses on understanding students’ science learning processes more deeply and designing instructional environments that enhance these processes.
For many years, I have been working on inquiry-based learning, virtual and physical laboratory environments, technology-supported instructional design, and the measurement of cognitive processes. In recent years, I have expanded my research agenda particularly in two areas: (1) AI-supported learning environments and (2) the use of eye-tracking techniques to examine students’ learning processes.
Within this scope, I have served as a principal investigator and researcher in several TÜBİTAK-funded projects, developing Inquiry Learning Spaces (ILS), digital laboratory environments, and learning analytics applications. I am also interested in teacher candidates’ technology integration, their development of TPACK, and cognitive load in digital learning settings.
My work has been published in international journals such as the Journal of Science Education and Technology, Instructional Science, Learning and Individual Differences, and the International Journal of Science Education. As an active member of ESERA and EARLI research communities, I continue to share my work particularly within groups focusing on technology-enhanced learning and eye-tracking.
In short, my research aims to understand, improve, and redesign science learning processes through technology—integrating emerging tools such as artificial intelligence and eye-tracking into science education research.
Citations and h-index Info
Google Scholar: citations – 888; h-index 17 (as of November 2025)
Web of Science: citations – 189; h-index 7 (as of November 2025)
SCOPUS: citations – 303; h-index 8 (as of November 2025)
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AI in Science Education
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Eye Tracking & Learning Analytics
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Inquiry-Based Learning
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Computer-Based & Virtual Learning Environments
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Pre- Service Science Teacher Education
The European Association for Research on Learning and Instruction (EARLI)
EARLI SIG 7 Technology-enhanced learning and instruction
EARLI SIG 20 Inquiry learning
European Science Education Research Association (ESERA)
