Sevda Yerdelen Damar

Head of Physics Education Program
Prof.
E-Mail: 
sevda.damar@boun.edu.tr
Office: 
EF 602
Phone: 
0212 359 6596
Web: 
https://www.researchgate.net/profile/Sevda-Yerdelen-Damar
Education: 

PhD., Middle East Technical University, 2013

Integrated BS & MS., Gazi University, 2004

 

 

Publications: 

A. International Journals

  1. Yerdelen-Damar, S., McLure, F., Aydin, Z., & Kaya, K. (2025). Development and validation of a STEM stereotype scale in Turkish and English. Research in Science & Technological Education, 1–17. https://doi.org/10.1080/02635143.2025.2500032 (Indexed in SSCI)
  2. McLure, F, Yerdelen-Damar, S., Kaya, K. & Aydin, Z. (2025). Do Students Still Hold Stereotypical Views of STEM Careers? Comparison of Turkish and Australian Student Responses to a STEM Stereotypes Questionnaire. Journal for STEM Education Research, https://doi.org/10.1007/s41979-025-00164-1  (Indexed in SCOPUS)
  3. Budak, U. S. & S. & Yerdelen-Damar, S. (2025). The Synthesis for Research Trends in Identity Studies in STEM Education: A Bibliometric Analysis of the STEM Literature, Science Education International, 36(2),146-159 (Indexed in SCOPUS)
  4. Budak, U. S. & Yerdelen-Damar, S. (2025). Research trends and emerging areas of interest from 2004 to 2024 in science education, Journal of Turkish Science Education, 22(4), 625-654. http://doi.org/10.36681/tused.2025.032 (Indexed in SCOPUS)

  5. Sahin, A. Kurt, G., Yerdelen-Damar, S. (2025). Factors Predicting Turkish Students' Mathematics and Science Achievement in TIMSS 2019. The Electronic Journal for Research in Science & Mathematics Education, 29(1), 42-59 (Indexed in ERIC).

  6. Yerdelen-Damar, S., Saglam, H., & Korur, F. (2024). Factors predicting STEM career interest: the mediating role of engagement and epistemic cognition in physics. International Journal of Science Education, 1–45. https://doi.org/10.1080/09500693.2024.2371619  (Indexed in SSCI)

  7. Ulu, Y. & Yerdelen-Damar, S. (2024). Metacognition and epistemic cognition in physics are related to physics identity through the mediation of physics self-efficacy. Physical Review Physics Education Research, 20, 010130, (Indexed in SSCI)
  8. Yerdelen-Damar, S. & Eryılmaz, A. (2021). Promoting conceptual understanding with explicit epistemic intervention in metacognitive instruction: Interaction between the treatment and epistemic cognition. Research in Science Education, 51(2),547-575 doi: 10.1007/s11165-018-9807-7 (Indexed in SSCI)
  9. Korur, F., Yerdelen-Damar, S., & Sağlam, H. (2021). The development of an Integrated Scale of Technology Use in Physics. Research in Learning Technology,29:2432 (Indexed in ESCI)
  10. Yerdelen-Damar, S., Aksöz, B., Sezer, S., Arabacı, N. & Arıkan, F. (2021). Investigating the interrelationships among science and mathematics achievement, attitude towards STEM, and gender. Bartın University Journal of Faculty of Education, 10(2), 342-357. https://doi.org/10.1016/buefad.778281 (Indexed in EBSCO)
  11. Elby, A &Yerdelen-Damar, S (2020). Rethinking the relationship between instructors and physics education researchers. Physical Review Physics Education Research, 16, 020151(Indexed in SSCI)
  12. Yerdelen-Damar, S. (2018). Turkish secondary school teachers’ conceptions of teaching and assessment. Teacher Education and Practice,31(3), 366-386 (Indexed in ERIC)
  13.  Boz, Y., Yerdelen-Damar, S. & Belge-Can, H. (2018). Investigation of Relations among middle school (junior high school) students’ gender, learning approaches, perceptions of learning environment and science achievement, Elementary Education Online, 17(3),1268-1282 (Indexed in SCOPUS, EBSCO)
  14. Aydin-Gunbatar, S., Boz, Y., & Yerdelen-Damar, S. (2017). A closer examination of TPACK Construct: Modeling elementary pre-service science teachers’ TPACK., Elementary Education Online,16(3): 917-934 (Indexed in SCOPUS, EBSCO)
  15. Yerdelen-Damar, S., Boz, Y., & Aydin-Gunbatar, S. (2017). Mediated effects of technology competencies and experiences on relations among attitudes towards technology use, technology ownership, and self efficacy about technological pedagogical content knowledge. Journal of Science Education and Technology, 26:394–405 (Indexed in SSCI)
  16. Yerdelen-Damar, S. & Elby, A. (2016). Sophisticated epistemologies of physics versus high-stakes tests: How do elite high school students respond to competing influences about how to learn physics? Physical Review Physics Education Research, 12, 010118 (Indexed in SSCI) (Highlighted as an Editors' suggestion)
  17. Boz, Y., Yerdelen-Damar, S., Aydemir, N., & Aydemir, M. (2016). Investigating the relationships among students’ self-efficacy beliefs, their perceptions of classroom learning environment, gender and chemistry achievement through structural equation modeling. Research in Science & Technological Education, 34(3), 307-324 (Indexed in SSCI)
  18. Balta, N., Yerdelen-Damar, S., & Carberry, A. (2017). Vocational high school students’ engineering epistemological beliefs. International Journal of Engineering Education, 33, 420–429, (Indexed in SCI-Expanded)
  19. Yerdelen-Damar, S. & Eryılmaz, A. (2016). The impact of the metacognitive 7E learning cycle on students’ epistemological understandings. Kastamonu Egitim Dergisi, 24(2), 603-618 (Indexed in EBSCO)
  20. Yerdelen-Damar, S., Ozdemir, O. F, & Unal, C. (2015). Pre-service physics teachers’ metacognitive knowledge about their instructional practices. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 1009-1026 (Indexed in SSCI)
  21. Yerdelen-Damar, S. (2015). Obstacles to reasoning about inertia in different contexts. European Journal of Physics Education, 6(2), 31-40 (Indexed in ERIC)
  22. Yerdelen-Damar, S. & Aydin, S. (2015). Relations of approaches to learning with perceptions of learning environment and goal orientations. Education & Science, 40(179), 269-293 (Indexed in SSCI)
  23. Yerdelen-Damar, S. & Pesman, H. (2013). Relations of gender and socio-economic status to physics through metacognition and self-efficacy. The Journal of Educational Research, 106:4, 280-289 (Indexed in SSCI)
  24. Yerdelen-Damar, S., Elby, A., & Eryilmaz, A. (2012). Applying beliefs and resources frameworks to the psychometric analyses of an epistemology survey. Physical Review Special Topics-Physics Education Research, 8(1), 010104-(1-10). (Indexed in SSCI)
  25. Yerdelen-Damar, S. & Eryılmaz, A. (2010). Questions about physics: The case of a Turkish ‘Ask a Scientist’ website. Research in Science Education. 40(2), 223-238. (Indexed in SSCI)

 

B. National Journals

  1. Öztorun, B., Karagöz, F. & Yerdelen Damar, S. (2024). Potential factors that explain the difference between mathematics achievement of students in Korea and Turkey according to PISA 2018. International Journal of Turkish Educational Sciences, 12(1), 157-186. (ULAKBİM)
  2. Yerdelen-Damar, S., Korur, F. ve Sağlam, H. (2020). Matematik ve Fen Derslerine Katılım Ölçeğinin Fizik Dersi Bağlamında Türkçeye Uyarlanması. Turkish Journal of Educational Studies, 7(2), 1-15.
  3. Yerdelen-Damar, S. & Soyalp, F. (2016). Ortaöğretim öğrencilerinin proje yarışması ve okul bağlamında kullandıkları öğrenme yaklaşımları: Epistemolojik değişkenlik. YYÜ Eğitim Fakültesi Dergisi (YYU Journal Of Education Faculty),13 (1), 593-630. (Indexed in ULAKBİM)
  4. İzci, K. & Yerdelen-Damar, S. (2016). Fizik Öğretmeleri için Pedagojik Alan Bilgisi Testinin Türkçeye Uyarlanması. YYÜ Eğitim Fakültesi Dergisi (YYU Journal Of Education Faculty),13 (1), 711-761. (Indexed in ULAKBİM)

 

 

C.Book & Book Chapters

  1. Yerdelen-Damar, S (2021). Stem Eğitiminde Değerlendirme, Nuhoğlu, H. (ed.) Eğitimcinin STEM Öğrenme Yolculuğu, (375-394). Ankara: PEGEM

 

D. Conference Proceedings, Oral Presentations & Posters

D1. Conference Proceedings

  1. Pesman, H., & Yerdelen-Damar, S (2009). Investigating Factors Affecting High School Students’ Physics Self-Efficacy. Paper presented at ESERA 2009 Conference (European Science Education Research Association), August 31 –September 4, 2009, Istanbul, Turkey.
  2. Yerdelen-Damar, S., Ustun, U., & Eryilmaz, A. (2009). Cognitive Strategies Used by Pre-Service Physics Teachers. Paper presented at FISER'09 - Frontiers in Science Education Research Conference: An international conference on science and mathematics education research, March 22-24, 2009. Famagusta, Cyprus.
  3. Yerdelen-Damar, S., Ustun, U., & Eryilmaz, A. (2008) Promoting Pre-Service Physics Teachers’ Metacognitive Skills through Self-Evaluation. Paper presented at GIREP- International Research Group on Physics Teaching, Physics Curriculum Design, Development and Validation, August 18 - 22 2008, Nicosia, Cyprus.

 

D2.Oral Presentations in International Conferences

  1. McLure, F., Yerdelen-Damar, S. (2024). Do Australian students still hold gendered views of suitability of STEM careers? Results from a STEM stereotypes questionnaire. Paper presented at ASERA-2024, 2-5 July 2024, Albany, New Zealand.
  2. Korkmaz-Yavuz, Ş.,Şanlı-Karmaz, B., & Yerdelen-Damar, S. (2024). Bibliometric Analysis of "Science Education" and "International Journal of Science Education" from 2003 to 2023. Paper presented at EJERCongress-2024. May 21-24, 2024, Kocaeli, Türkiye
  3. Aydin, Z., Kaya, K., Yerdelen-Damar, S., & McLure, F. I. (2023). STEM Stereotypes: Scale development and validation. Paper presented at ESERA-2023, August 28 –Semptember 1, Nevşehir, Turkey
  4. Yerdelen-Damar, S., Korur, F. & Sağlam, H. (2020). Interrelationships Among Science and Mathematics Achievement, Socioeconomic Status, Gender and STEM Career Interest. International Pegem Conference on Education E-Conference (Online). September 16-19 2020
  5. Yerdelen-Damar, S. (2019). Physics Teachers' Conceptions of Teaching and Learning and Their Instructional Practices. GIREP- ICPE-EPEC-MPTL, July 1-5  2019. Budapest, Hungary
  6. Yerdelen-Damar, S. (2018). Epistemological Understandings Activated in Conceptual Problem Solving. Paper will be presented at GIREP-MPTL, July 9-13, 2018. San Sebastian - Spain
  7. Yerdelen-Damar, S., Aydın, S., & Boz, Y. (2015). Modeling Relations of Attitudes towards Technology Use, Technology Competencies, Ownership, and Experiences to TPACK-Self Efficacy. Paper presented at 2015 NARST Annual International Conference, April 11-14, 2015, Chicago-USA
  8. Aydın, S., Yerdelen-Damar, S., & Boz, Y. (2015). Modeling Elementary Science Teachers’ TPACK. Paper presented at 2015 NARST Annual International Conference, April 11-14, 2015, Chicago-USA
  9. Yerdelen-Damar, S., & Eryılmaz, A. (2014). Promoting Conceptual Understandings with Metacognitive Inquiry Teaching: Interaction between the Treatment and Students’ Epistemological Understandings. Paper presented at ECER-2014- European Conference on Educational Research. 1 - 5 September 2014, Porto, Portugal.
  10. Yerdelen-Damar, S., Izci, K. (2014). Adaptation and Validation of Turkish Version of Pedagogical Content Knowledge Test for Physics Teachers. Paper presented at ISER-2014 World Conference, October 29 – November 2, 2014, Nevsehir, Turkey
  11. Yerdelen-Damar, S., & Eryılmaz, A (2012). The Impact of the Metacognitive Inquiry-Based Instruction on Physics Self-Efficacy. Paper presented at Applied Education Congress (APPED), September 13-15, 2012, Ankara, Turkey
  12. Yerdelen-Damar, S., & Eryılmaz, A (2012). Explicitly Emphasizing Metacognition and Epistemology in Inquiry-Based Physics Teaching: The Impacts on Students’ Epistemological Understandings. Paper presented at World Conference on Physics Education (WCPE), July 1-6, 2012, Istanbul, Turkey
  13. Yerdelen-Damar, S. (2011). Does Reading Physics Textbooks Help Resolve the Contradictions? Paper presented at 2011 AAPT Summer Meeting, July 30 –August 3, 2011, Omaha, NE.
  14. Yerdelen-Damar, S., & Eryılmaz, A. (2011). The Effectiveness of Epistemologically and Metacognitively Stimulated Learning Cycle Method on 10th Grade Students’ Physics Achievement. Paper presented at NARST 2011, April 3-6, 2011, Florida, USA
  15. Yerdelen-Damar, S., & Ozdemir, O. F. (2009). Approaching to Transfer in the Perspective of Actor-Oriented Model. Paper presented at ESERA 2009 Conference (European Science Education Research Association), August 31–September 4, 2009, Istanbul, Turkey.
  16. Yerdelen, S., & Dönertas, S. (2007). Can Sixth Grade Science Textbook Reflect The Reforms Made In The Turkish Curriculum? Paper presented at the International Organization for Science and Technology Education (IOSTE), International Meeting on Critical Analysis of School Science Textbook February. 07-10, 2007. Hammamet, Tunisia

 

D3. Posters in International Conferences

  1. Yerdelen-Damar, S., & Elby, A. (2011). The Effect of High-Stake Testing on Students’ Learning Approaches in Physics. Poster presented at Physics Education Research Conference 2011, August 3-4, 2011, Omaha, NE.

 

D4. Oral Presentations in National Conferences

  1. Arabacı, N.,Yerdelen-Damar, S. & Akar, G.K. (2024). Disiplinler arası etkinliklere dayanan öğretim deneylerini gerçekleştiren öğrencilerin epistemolojik inançları, 16. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi (UFBMEK2024), 4-7 September, 2024, Edirne

  2. Kaya, K., Aydin, Z., Yerdelen-Damar, S. (2023). Sınıfın Duygusal İklimi Ölçeğinin Türkçe Uyarlaması: Geçerlik ve Güvenirlik Çalışması, 15. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi (UFBMEK 2023), 27-30 September, 2023, Kars

  3. Şahin, A., Kurt, G., & Yerdelen-Damar, S. (2023). Türkiye’deki Öğrencilerin TIMSS 2019 Matematik ve Fen Bilimleri Başarılarını Yordayan Faktörler, 15. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi (UFBMEK 2023), 27-30, September, 2023, Kars

  4. Gören, D., & Okan, B., Yerdelen-Damar, S. (2023). Lise Öğrencilerinin Stem Kariyer İlgilerini Etkileyen Faktörler, 15. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi (UFBMEK 2023), 27-30 September, 2023, Kars

  5. Ulu, Y. ve Yerdelen-Damar, S. (2022). Fizik Benlik Ölçeğinin Türkçeye Uyarlama Çalışması, V. Ulusal Fizik Eğitimi Kongresi, 14-16 January, 2022, Istanbul (Online)

  6. Sağlam, H., Yerdelen-Damar, S ve Özel, S.(2021). Pedagojik Alan Bilgisini Fen Eğitimi Bağlamında Ölçen Nicel Çalışmaların Sistematik Derlemesi, 14. Ulusal Fen Bilimleri Ve Matematik Eğitimi Kongresi, 19-20 Mayıs 2021, Burdur (Online)
  7. Yerdelen-Damar, S ve Şengül, Ö. (2019). Grupla Problem Çözme Çalışması Sürecinde Öğrencilerin Sergilediği Epistemolojik Davranışlar ve Bu Davranışların Problem Çözme Yaklaşımlarına Etkisi. IV. Ulusal Fizik Eğitimi Kongresi. 27-28 Eylül 2019, Trabzon.
  8. Yerdelen-Damar, S., Korur, F. ve Sağlam, H. (2019). Fizik Dersine Katılım Ölçeği’nin Türkçe’ye Uyarlama Çalışması. IV. Ulusal Fizik Eğitimi Kongresi. 27-28 Eylül 2019, Trabzon.
  9.  Korur, F., Yerdelen-Damar, S. ve Sağlam, H. (2019). Fizik Dersinde Teknoloji Kullanım Tercihleri ve Etkileri Ölçeğinin Geliştirilmesi. IV. Ulusal Fizik Eğitimi Kongresi. 27-28 Eylül 2019, Trabzon.
  10. Yerdelen-Damar, S.ve Soyalp, F. (2015). TÜBİTAK Ortaöğretim Araştırma Projeleri Yarışmasına Katılan Öğrencilerin Epistemolojik Anlayışları, Öğrenme Yaklaşımları ve Yarışma Hakkındaki Görüşleri. II. Ulusal Fizik Eğitimi Kongresi. 10-12 Eylül 2015, Ankara.
  11. Yerdelen-Damar, S. ve Eryılmaz, A. (2013). Öğrencilerin Bağıl Hareket Hakkındaki Kavrayışlarının Fenomenografik Analizi. I. Ulusal Fizik Eğitimi Kongresi. 12-14 Eylül 2013, Ankara.
  12.  Yerdelen-Damar, S. ve Demirdogen, B. (2008). Fizik Öğretmen Adaylarının Zihinlerindeki Öğretmen Modelinin Belirlenmesi. 8. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, 27-29 Ağustos 2008, Bolu
  13. Ustun,U., Yerdelen-Damar, S., ve Eryilmaz, A. (2008). Öğretmen Adaylarının Lise Seviyesindeki Fizik Ve Pedagojik Alan Bilgilerini Artırmak İçin Açılan Derslerin Verimliliği. 8. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, 27-29 Ağustos 2008, Bolu

 

 

Courses: 

Bogazici University

  • SCED 404 Research Methods in Science and Mathematics Education   
  • SCED 370 Assessment and Evaluation of Learning in Science and Mathematics
  • SCED 320 Teaching Methods in Science and Mathematics        
  • SCED 418 Seminar on Practice Teaching in Physics      
  • SCED 442 Practice Teaching in Physics
  • SCED 611 Quantitative Research in Science and Mathematics Education*
  • Yuzuncu Yil University
  • High School Physics Curriculum Review I        
  • Principles and Methods of Teaching      
  • Practice Teaching        
  • Instructional Technology and Material Development      
  • Curriculum Development         
  • High School Physics Curriculum Review II         
  • Research Designs in Education *
  • Research Designs in Education II *
  • The Nature of Physics *

*Graduate Course

 

Research Projects: 
  • Project Director (2018-2023) A conceptual Model of Factors Influencing Students’ Physics Achievement and STEM Career Interest: Evaluation of a Teaching Intervention Developed based on the Model Testing. Boğaziçi Üniversitesi Bilimsel Araştırma Projeleri,(Proje No: 14461)
  • Project Director, (2014-2015). Investigating High School Students’ Approaches to Learning Science Using Structural Equation Modeling in Terms of Related Variables, Yuzuncu Yil University, Scientific Research Project Unit. The project number: BAP-2014-EF-B208
  • Researcher, (2014-2015). The TPACK Level and Technology Use of Pre-service Teachers, and Examination of Factors Influencing Technology Use, Yuzuncu Yil University, Scientific Research Project Unit. The project number: BAP-2014-EF-B13

 

 

Abbreviated Curriculum Vitae: 

Sevda Yerdelen-Damar earned her integrated BS and MS in Physics Education from Gazi University, and her PhD in Secondary Science and Mathematics Education from Middle East Technical University. She began her career as a research assistant at Middle East Technical University in the Department of Secondary Science and Mathematics Education where she worked for nearly nine years. During her doctoral education, she went to the US as a visiting scholar. She spent one and half year at the University of Maryland as a member of the Physics Education of Research Group. After she received her PhD degree, she was assigned to Yuzuncu Yil University. She served as a research assistant for one year and then, as an assistant professor from 2014 to 2017. In 2015, she was assigned to Middle East Technical University as an assistant professor for one-year postdoctoral research project. She joined the Department of Mathematics and Science Education at Bogazici University in May 2017. 

Research Interests: 

metacognition

Epistemic Cognition

Physics/STEM Identity

STEM Stereotype

STEM Education

Student Engagement

 

Certificates, Courses and Education Seminars: 
  • Discussion Group: A Workshop on Teaching Physics Concepts with the Context-Based Approach. 8th National Science and Mathematics Education Conference, 27-29 August 2008, Bolu
  • A Workshop on Epistemology Based Physics Activities. II. National Physics Education Conference. 10-12 September 2015, Ankara.
  • One-week workshop given to in-service physics teachers to teach how to use micro-computer-based laboratory tools in their physics instruction, 2009, Ankara
  • One-week workshop given to in-service physics teachers to teach how to use micro-computer-based laboratory tools in their physics instruction, 2009, Izmir

 

Memberships: 
  • The Turkish Science Education and Research Association (SERA) (2012 - present)
  • The National Association for Research in Science Teaching (NARST) (2011-2012, 2015-2016)
  • The American Association Physics Teachers (AAPT) (2011-2013)
  • The National Science Teaching Association (2017-2020)

 

 

Designes, Awards and Patents: 
  • 08/2020  Excellence in Teaching Award, Bogazici University
  • 06/2004  High Honor Graduation in the 1st rank,The Department of Physics Education, Gazi University, Ankara, Turkey
  • 06/1999  Graduation in the 1st rank, Buca Betontas High School, Izmir, Turkey

 

 

CV: 
PDF icon yerdelen-damar_cv_english_current_web.pdf
Department: 
Physics Education