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