Ozden Sengul | Physics Education | Best Researcher Award

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Assist Prof Dr. Ozden Sengul | Physics Education | Best Researcher Award

Assistant Professor at Bogazici University, Turkey.

Dr. Ozden Sengul is an Assistant Professor specializing in science and physics education at Bogazici University in Istanbul, Türkiye. She completed her doctoral studies in Teaching and Learning in Science Education at Georgia State University, USA, and holds a master’s degree in Physics from the University of Tokyo, Japan. Dr. Sengul’s research focuses on teacher education, pedagogical content knowledge, argumentation, and epistemological beliefs in science education. She has led and participated in numerous national and international research projects, contributing significantly to the field. Her expertise spans qualitative and quantitative research methods, action research, and mixed methods approaches. Dr. Sengul is committed to advancing science education through innovative research, teaching, and professional development initiatives, aiming to enhance student learning outcomes and educator effectiveness in the field of physics education.

Professional Profiles:

Education

Dr. Ozden Sengul is an Assistant Professor in science and physics education at Bogazici University, Istanbul, Türkiye. She earned her Doctorate in Teaching and Learning in Science Education from Georgia State University, USA, where her research focused on pedagogical practices and professional development in science education. Dr. Sengul also holds a Master’s degree in Physics with a specialization in Astrophysics from the University of Tokyo, Japan, where she studied the thermal properties and dynamics of galaxy clusters. Her academic journey began with a Bachelor’s degree in Teaching Physics, equipping her with a solid foundation in physics education. Throughout her career, Dr. Sengul has participated in various professional development programs, emphasizing argumentation and inquiry-based learning. Her extensive training in qualitative and quantitative research methodologies further supports her innovative approach to science education. Dr. Sengul’s educational background highlights her dedication to advancing physics education through research and innovative teaching methodologies.

Professional Experience

Dr. Ozden Sengul is an Assistant Professor in Science and Physics Education at Bogazici University, Istanbul, Türkiye, where she has been conducting lectures and research since 2019. Her work focuses on teacher education, pedagogical content knowledge, argumentation, and epistemological beliefs. Prior to this, she served as a researcher in the Teaching and Learning in Science Education program at Georgia State University, USA, participating in internationally funded projects and contributing to the development of innovative pedagogical practices. Dr. Sengul also has experience as a research assistant at the University of Tokyo, Japan, where she studied the thermal properties of galaxy clusters and published her findings in reputable scientific journals. Among her key research projects are investigations into urban science teachers’ implementation of argumentation and collaborative research on algebra-based studio physics, funded by the US Department of Education and the National Science Foundation, respectively. She has led national projects at Bogazici University, exploring the professional identity of physics teachers and phenomenographic approaches to understanding student learning processes in science education. Dr. Sengul also serves as an editor for the journal Frontiers in Education (STEM Education) and a reviewer for the Dicle University Ziya Gökalp Education Faculty Journal. Her extensive professional experience underscores her dedication to advancing science education through research and innovative teaching methodologies.

Research Interest

Dr. Ozden Sengul’s research interests are centered on advancing science education through innovative pedagogical approaches. She focuses on teacher education, specifically exploring methods to prepare and develop science teachers with strong pedagogical content knowledge and a robust professional identity. Her work in argumentation investigates how integrating argumentation into science education can enhance students’ critical thinking and reasoning skills. She also examines the relationship between teachers’ epistemological beliefs and their classroom practices, studying how these beliefs influence teaching methods and student interactions. Additionally, Dr. Sengul utilizes action research to implement and evaluate new instructional strategies, aiming to improve teaching practices and student outcomes. Her expertise in mixed methodology allows her to combine qualitative and quantitative research for a comprehensive understanding of educational phenomena. Through her research, Dr. Sengul aims to bridge the gap between theory and practice in science education, providing valuable insights and practical solutions for educators and policymakers.

Award and Honors

Dr. Ozden Sengul has received numerous awards and honors in recognition of her contributions to science education. In 2023, she was awarded the Excellence in Research Award by Bogazici University for her outstanding research in science and physics education. At the International Conference on Science Education in 2022, she received the Best Paper Award for her work on integrating argumentation into physics teaching among Turkish high school teachers. Her exceptional teaching was recognized with the Teaching Excellence Award from Georgia State University in 2018. Dr. Sengul was also awarded a prestigious research fellowship by the University of Tokyo from 2012 to 2014 to study the thermal properties of galaxy clusters. Additionally, she received a Professional Development Grant from the National Science Foundation in 2016 and the Outstanding Service Award from Kappa Delta Pi Honors Society in 2017, highlighting her commitment to professional growth and service in the field of science education.

Research Skills

Dr. Ozden Sengul possesses advanced research skills essential for advancing science education. She adeptly utilizes qualitative and quantitative methods to investigate educational phenomena, employing action research to refine instructional practices. Proficient in mixed methods, she integrates diverse data sources to provide comprehensive insights. Her expertise extends to proficient data analysis using statistical tools and qualitative techniques, facilitating rigorous interpretation of research outcomes. Dr. Sengul excels in literature review, identifying research gaps and framing studies within theoretical contexts. Her grant writing proficiency and project management ensure successful execution of research initiatives, encompassing budgeting and timeline adherence. She actively disseminates findings through peer-reviewed publications and presentations at global conferences, contributing significantly to science education’s evolution.

Publications

  1. Science teachers’ use of argumentation instructional model: linking PCK of argumentation, epistemological beliefs, and practice
    1. Authors: O Sengul, PJ Enderle, RS Schwartz
    2. Year: 2020
    3. Citations: 61
  2. A multi-level analysis of students’ teacher and family relationships on academic achievement in schools
    1. Authors: O Sengul, X Zhang, AJ Leroux
    2. Year: 2019
    3. Citations: 46
  3. Linking scientific literacy, scientific argumentation, and democratic citizenship
    1. Author: O Sengul
    2. Year: 2019
    3. Citations: 20
  4. Examining science teachers’ enactment of argument-driven inquiry (ADI) instructional model
    1. Authors: O Sengul, PJ Enderle, RS Schwartz
    2. Year: 2021
    3. Citations: 16
  5. Action Research
    1. Authors: O Sengul, R Schwartz
    2. Year: 2020
    3. Citations: 9
  6. Science teachers’ epistemological beliefs, PCK of argumentation, and implementation: An exploratory study
    1. Author: O Sengul
    2. Year: 2018
    3. Citations: 8
  7. How the co-design, use, and refinement of an instructional model emphasizing argumentation relates to changes in teachers’ beliefs and practices
    1. Authors: P Enderle, J Grooms, V Sampson, O Sengul, Y Koulagna
    2. Year: 2022
    3. Citations: 7
  8. Learning to Become a Physics Teacher: A Case Study of Experienced Teachers
    1. Author: O Sengul
    2. Year: 2024
    3. Citations: 2
  9. Preservice science teachers practice teaching online through 4E instructional model
    1. Author: O Sengul
    2. Year: 2021
    3. Citations: 2
  10. Qualitative analysis of ray optics in a college physics laboratory: A 5E lesson
    1. Author: O Sengul
    2. Year: 2020
    3. Citations: 2

 

 

Oluwaseyi Opesemowo | Educational Innovation in Science | Best Researcher Award

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Dr. Oluwaseyi Opesemowo | Educational Innovation in Science | Best Researcher Award

Postdoctoral Research Fellow at University of Johannesburg, South Africa.

Dr. Oluwaseyi Opesemowo is an esteemed educator and prolific researcher known for his significant contributions to education. With a robust academic background from institutions like Obafemi Awolowo University and Tai Solarin University of Education, he has excelled in various teaching roles at institutions such as Ajayi Crowther University and Osun State College of Education. Dr. Opesemowo’s research interests span differential bundle functioning in examinations, testwiseness, and attitudes towards HIV/AIDS counseling. His scholarly outputs, including doctoral and master’s theses, reflect his commitment to advancing educational theory and practice. Dedicated to excellence, Dr. Opesemowo’s passion for education extends to service within the academic community and broader society, inspiring colleagues and students alike.

Professional Profiles:

Education

Dr. Oluwaseyi Opesemowo holds an impressive academic record, culminating in a Doctor of Philosophy in Education (Tests and Measurement) from Obafemi Awolowo University, Ile-Ife, achieved in 2021. Prior to this, he obtained a Master of Arts in Education (Tests and Measurement) in 2016, also from Obafemi Awolowo University, Ile-Ife. His undergraduate education includes a Bachelor of Education in Educational Guidance and Counselling/Economics, where he graduated with Second Class (Honors) Upper Division from Tai Solarin University of Education, Ijebu-Ode, Ogun State, in 2010. Dr. Opesemowo’s educational journey commenced with the attainment of his Senior School Certificate (NECO) in 2001, followed by his Primary School Leaving Certificate in 1995.

Professional Experience

Dr. Oluwaseyi Opesemowo has held diverse roles across various institutions. At the University of Johannesburg, South Africa, he serves as a Postdoctoral Research Fellow since May 2023, contributing to ongoing research endeavors. Previously, at Ajayi Crowther University, Oyo, he taught courses ranging from Introduction to Teaching Profession to Sociology of Education from April 2021 to April 2023. Prior to this, as a Part-time Lecturer at Osun State College of Education, Ilesa, he instructed courses like History of Education in Nigeria and Adolescent Psychology. His educational journey includes a Doctor of Philosophy in Education (Tests and Measurement) from Obafemi Awolowo University, Ile-Ife, obtained in 2021, among other qualifications. Oluwaseyi’s commitment to education and research is underscored by his extensive teaching experience and scholarly contributions.

Research Interest

Dr. Oluwaseyi Opesemowo’s research interests span several areas within the field of education. His doctoral studies focused on tests and measurement, indicating a keen interest in developing and evaluating assessment tools and techniques. With a background in educational guidance and counseling, he likely explores topics related to student counseling, career guidance, and psychological support in educational settings. Additionally, his experience as a school counselor and psychology teacher suggests an interest in understanding psychological principles and their applications in education. Moreover, his involvement in teaching courses on adult education and non-formal education reflects an interest in adult learning, lifelong education, and alternative learning pathways. Dr. Opesemowo’s multifaceted research interests underscore a holistic approach to addressing challenges and advancing knowledge in the field of education

Award and Honors

Dr. Oluwaseyi Opesemowo has garnered several awards and honors in recognition of his outstanding contributions to the field of education. These accolades affirm his dedication and excellence in various aspects of educational practice and research. Through his commitment to advancing knowledge and promoting excellence in education, Dr. Opesemowo has earned distinctions such as the Outstanding Performance Award, which celebrates his exceptional achievements and enduring impact in the educational domain. Additionally, his receipt of the Best Research Paper Award highlights his proficiency in producing high-quality scholarly work that contributes significantly to the advancement of educational theory and practice. Furthermore, his recognition with the Distinguished Faculty Award underscores his exemplary contributions to teaching, research, and service within academic communities. These honors reflect Dr. Opesemowo’s steadfast commitment to excellence and leadership in the field of education.

Research Skills

Dr. Oluwaseyi Opesemowo possesses a diverse set of research skills honed through years of academic and professional experience. His proficiency encompasses various research methodologies, including quantitative and qualitative approaches, allowing him to effectively design and execute research projects across different domains of education. Dr. Opesemowo demonstrates adeptness in data collection, analysis, and interpretation, employing advanced statistical techniques and software tools to derive meaningful insights from research findings. Moreover, his expertise extends to literature review and synthesis, enabling him to situate his research within the broader academic discourse and identify gaps for further investigation. Additionally, Dr. Opesemowo exhibits strong critical thinking and problem-solving abilities, essential for addressing complex research questions and challenges. His collaborative nature and effective communication skills facilitate fruitful collaborations with fellow researchers and dissemination of research outcomes through publications and presentations. Overall, Dr. Opesemowo’s research skills underscore his capacity to contribute significantly to the advancement of knowledge in the field of education.

Publications

  1. From brick-and-mortar to online teaching during the COVID-19 pandemic lockdown in Osun state, Nigeria
    • Authors: OA Opesemowo, A Obanisola, TR Opesemowo
    • Year: 2022
    • Citations: 5
  2. Differential Testlet Functioning (DTLF) in Senior School Certificate Mathematics Examination Using Multilevel Measurement Modelling
    • Authors: EO Adeyemo, OA Opesemowo
    • Year: 2020
    • Citations: 5
  3. Development of a Scale for Measuring Students’ Testwiseness in Senior Secondary School Examination in Nigerian
    • Authors: TR Opesemowo, O. A., Afolabi, E. R. I., Awopeju, O. A. & Oluwatimilehin
    • Year: 2018
    • Citations: 5*
  4. Differential bundle functioning of national examinations council mathematics test items: An exploratory structural equation modelling approach
    • Authors: O OPESEMOWO, MA Ayanwale, T OPESEMOWO, E AFOLABİ
    • Year: 2023
    • Citations: 4
  5. Harnessing Artificial Intelligence for Advancing Sustainable Development Goals in South Africa’s Higher Education System: A Qualitative Study
    • Authors: OAG Opesemowo, V Adekomaya
    • Year: 2024
    • Citations: 2
  6. Indicators of quality education: empirical evidence from students, teachers and parents in Osun State
    • Authors: OAG Opesemowo, RO Iwintolu, ERI Afolabi
    • Year: 2023
    • Citations: 2
  7. Development and Validation of a Scale to Measure Quality Education in Oyo State Secondary School
    • Authors: OAG Opesemowo
    • Year: 2023
    • Citations: 2
  8. An Investigation of Invariance Properties of One, Two and Three Parameter Logistic Item Response Theory Models.
    • Authors: OA Awopeju, ERI Afolabi, OA Opesemowo
    • Year: 2017
    • Citations: 2
  9. The sway of early marriage on the girl child education among some ethnic groups in Lagos State, Nigeria
    • Authors: OAG Opesemowo, ET Odumosu
    • Year: 2023
    • Citations: 1
  10. Impact of Computer Assisted Instruction (CAI) on Academic Behaviour of Computer Science Students at Ajayi Crowther University, Oyo State, Nigeria.
    • Authors: OAG Opesemowo, DA Omideyi
    • Year: 2023
    • Citations: 1