Ebru Kaya is a Professor of science education at Bogazici University, Turkey. She has been an Honorary Research Fellow in the Department of Education at University of Oxford, UK since 2019. She has also been a visiting scholar at University of Oxford, UK from September 2022 to September 2023 supported by a TUBITAK (Turkish Scientific and Technological Research Council) fellowship. Her research interests include argumentation and nature of science in science education.
Dr. Kaya is the recipient of the Young Scientist Award from Science Academy in Turkey in 2015; the Outstanding Paper Award from East-Asian Association for Science Education (EASE) in Japan in 2016; and the Young Scientist Award from TUBITAK in 2017. She received her PhD from Middle East Technical University, Turkey in 2011. She was a visiting scholar at University of Bristol, UK in 2009 and at National Taiwan Normal University, Taiwan in 2016 and 2017.
Dr. Kaya has participated in research projects funded by TUBITAK (Turkish Scientific and Technological Research Council) and NARST, and conducted professional development workshops for science teachers in Turkey, Rwanda, Lebanon, and Taiwan. She served as a board member in Turkish Science Education and Research Association from 2012 to 2014, a committee member in NARST Outstanding Paper Award Committee from 2013 to 2015, and the Nature of Science Strand Co-coordinator for ESERA from 2018 to 2022. Dr. Kaya is a reviewer for numerous journals including International Journal of Science Education and Science & Education.
Dr. Kaya has been the Principal Investigator of the projects entitled “Nature of Science in Science Teacher Education: A Comparative Research and Development Project”, “University Students’ Understanding of Reconceptualized Family Resemblance Approach to Nature of Science: A Case Study”, “Integration of Reconceptualized Family Resemblance Approach to Nature of Science in 5th Grade Science Content”, and “Science Textbooks Analysis, and Relationship between Understanding of Nature of Science and Metacognitive Awareness” and “Teaching the Nature of Science (NOS) with Flipped Classroom Model in Science Teacher Education: Development and Validation of an eLearning NOS Module” funded by Bogazici University Research Fund. She is the co-author of the book “Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies” published by Springer.
Books
Erduran, S. & Kaya, E. (2019). Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies. Dordrecht: Springer.
Book Chapters
Erduran, S., Kaya, E., & Dagher, Z. (2018). From lists in pieces to coherent wholes: Nature of science, scientific practices, and science teacher education. In, J. Yeo, T. W. Teo & K. S. Tang (Eds.), Research and Practice in the Asia-Pacific Region (pp.3-24), Dordrecht: Springer.
Erduran, S., Kaya, E., & Cetin, P. S. (2018). Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education. In, T. Amin, & O. Levrini (Eds.), Converging and Complementary Perspectives on Conceptual Change (pp.153-162). London: Routledge.
Erduran, S., & Kaya, E. (2018). STEM’in Dogasi: Aile Benzerligi Yaklasimi’nin STEM Eğitimi’ne Uygulanmasi. D. In Akgunduz (Eds), Okul Oncesinden Universiteye Kuram ve Uygulamada STEM Egitimi (pp. 51-67), Ankara: Ani Yayincilik.
Erduran, S., Kaya, E., Cullinane, A., Imren, O., & Kaya, S. (2020). Practical learning resources and teacher education strategies for understanding nature of science. In, W. McComas (Ed.)., Nature of Science in Science Instruction: Rationales and Strategies, (pp. 377-398), Dordrecht: Springer.
Erduran, S., Kaya, E., & Avraamidou, L. (2020). Does research on nature of science and social justice intersect? Exploring theoretical and practical convergence for science education. In H. Yacoubian & L. Hansson (Eds.), Nature of Science for Social Justice, (97-113). Dordrecht: Springer.
Okan, B. & Kaya, E. (2023). A content analysis of the representation of the nature of science in a Turkish science textbook. In G. S. Carvalho, A. S. Afonso, & Z. Anastácio (Eds.), Fostering Scientific Citizenship in an Uncertain World: Selected Papers from the ESERA 2021 Conference, (63-78). Dordrecht: Springer.
Articles published in the journals that are indexed in SSCI
Cetin, P. S., Kaya, E., & Geban, O. (2009). Facilitating conceptual change in gases concepts. Journal of Science Education and Technology, 18(2), 130-137.
Kaya, E. & Geban, O. (2012). Facilitating conceptual change in rate of reaction concepts using conceptual change oriented instruction. Education and Science, 37(163), 216-225.
Aydeniz, M., Pabuccu, A., Cetin, P. S., & Kaya, E. (2012). Argumentation and students’ conceptual understanding of properties and behaviors of gases. International Journal of Science and Mathematics Education, 10(6), 1303-1324. DOI: 10.1007/s10763-012-9336-1.
Kaya, E. & Erduran, S. (2013). Integrating epistemological perspectives on chemistry in chemical education: The cases of concept duality, chemical language, and structural explanations. Science & Education, 22(7), 1741-1755. DOI: 10.1007/s11191-011-9399-3.
Kaya, E. (2013). Argumentation practices in classroom: Pre-service teachers’ conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139-1158. DOI:10.1080/09500693.2013.770935.
Erduran, S. & Kaya, E. (2016). Scientific argumentation and deliberative democracy: An incompatible mix in school science? Theory into Practice. 55(4), 302-310. DOI: 10.1080/00405841.2016.1208067.
Kaya, E. & Erduran, S. (2016). From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115-1133.
Erduran, S. & Kaya, E. (2018). Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations. Research in Science Education, 48(6), 1133-1149. DOI: 10.1007/s11165-018-9773-0.
Kaya, E. (2018). Argumentation in elementary science education: addressing methodological issues and conceptual understanding. Cultural Studies in Science Education, 13(4), 1087-1090. DOI: 10.1007/s11422-017-9848-7.
Kaya, E., Erduran, S., Aksoz, B., & Akgun, S. (2019). Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education, 41(1), 21-47. DOI: 10.1080/09500693.2018.1529447.
Akgun, S. & Kaya, E. (2020). How do university students perceive the nature of science? Science & Education, 29(2), 299-330. DOI: 10.1007/s11191-020-00105-x.
Akbayrak, M. & Kaya, E. (2020). Fifth-grade students’ understanding of social-institutional aspects of science. International Journal of Science Education, 42(11), 1834-1861. DOI: 10.1080/09500693.2020.1790054.
Erduran, S., Kaya, E., Cilekrenkli, A., Akgun, S., & Aksoz, B. (2021). Perceptions of nature of science emerging in group discussions: A comparative account of pre-service teachers from Turkey and England. International Journal of Science and Mathematics Education, 19(7), 1375-1396. DOI: 10.1007/s10763-020-10110-9.
Cilekrenkli, A. & Kaya, E. (2023). Learning science in context: Integrating a holistic approach to nature of science in the lower secondary classroom. Science & Education, 32(5), 1435-1469. DOI: 10.1007/s11191-022-00336-0.
Okan, B. & Kaya, E. (2023). Exploring the inclusion of nature of science in Turkish middle school science textbooks. Science & Education, 32(5), 1515-1535. DOI: 10.1007/s11191-022-00371-x.
Goren, D. & Kaya, E. (2023). How is students’ understanding of nature of science related with their metacognitive awareness? Science & Education, 32(5), 1471-1496. DOI: 10.1007/s11191-022-00381-9.
Takriti, R. A., Erduran, S., Tairab, H., Kaya, E., Alhosani, N., Rabbani, L. & Alamirah, I. (2024). Translation and validation of a questionnaire for measuring teachers’ views on nature of science. Research in Science & Technological Education, 42(3), 812-827. DOI: 10.1080/02635143.2022.2138846.
Kurt, G. & Kaya, E. (2025). Toward a holistic vision on the nature of science in science curricula: an investigation of primary and middle school curricula in Turkey. Research in Science&Technological Education,43(1),209-229. DOI: 10.1080/02635143.2023.2262400.
Aksoz, B., Kaya, E., & Cilekrenkli, A. (2025). A science teacher’s autoethnographic reflections on teaching nature of science. Science & Education, 34(1), 247-280. DOI: 10.1007/s11191-023-00462-3.
Kaya, E., Erduran, S., & Okan, B. (2025). Nature of science and domain-specificity: investigating the coverage of nature of science in physics, chemistry and biology curricula across grade levels. International Journal of Science Education, 47(5), 697-727. DOI: 10.1080/09500693.2024.2348822.
Kurt, G., & Kaya, E. (2025). Turkish science teachers’ views on nature of science: Curriculum and implementation. Science & Education, 34(5), 3429-3458. DOI: 10.1007/s11191-024-00566-4.
Kaya, E., & Erduran, S. (2025). Comparison of physics, chemistry, and biology teachers’ perceptions of nature of science and domains of science. Science & Education, 34(5), 3507-3529. DOI: 10.1007/s11191-024-00576-2.
Articles published in the journals that are not indexed in SSCI
Kaya, E., Erduran, S., & Cetin, P. S. (2010). High school students’ perceptions of argumentation. Procedia – Social and Behavioral Sciences, 2(2), 3971-3975.
Kaya, E. & Geban, O. (2011). The effect of conceptual change based instruction on students’ attitudes toward chemistry. Procedia – Social and Behavioral Sciences, 15, 515-519.
Aydeniz, M. & Kaya, E. (2012). Factors impacting Turkish students¹ attitudes towards science and their academic performance in science. Journal of Turkish Science Education, 9(2), 25-48.
Kaya, E. & Cetin, P. S. (2012). Investigation of pre-service chemistry teachers’ chemistry laboratory anxiety levels. International Journal of New Trends in Education and Their Implications, 3(3), 90-98.
Kaya, E., Erduran, S., & Cetin, P. S. (2012). Discourse, argumentation, and science lessons: Match or mismatch in high school students’ perceptions and understanding? Mevlana International Journal of Education, 2(3), 1-32.
Kaya, E., Cetin, P. S., & Yildirim, A. (2012). Transformation of centralized curriculum into classroom practice: An analysis of teachers’ experiences. International Journal of Curriculum and Instructional Studies, 2(3), 103-113.
Erduran, S., Saribas, D., & Kaya, E. (2023). Infusing epistemic perspectives on scientific practices in science teacher education. Education & Didactique, 17(3), 75-92.
Okan, B. & Kaya, E. (2025). Investigation of science teachers’ views of epistemic, cognitive, and social-institutional aspects of science. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 13(4), 850-871.
Articles published in the National Journals
Akcay, H. Alpat, S. K, Oter, O., Demir, D., Ozbayrak, O., Kaya, E., Acar, B., & Bekci, Z. (2001). Analitik kimyada aktif ögrenme: Asit baz indikatorlerinin degisik cozgenlerde ogrenci tasarimli titrasyon uygulamalari. Buca Egitim Fakultesi Dergisi, 13, 69-74.
Cetin, P. S., Erduran, S., & Kaya, E. (2010). Understanding the nature of chemistry and argumentation: The case of pre-service chemistry teachers. Kırsehir Universitesi Egitim Fakultesi Dergisi (KEFAD), 11(4), 41-59.
Kaya, E. & Yildirim, A. (2014). Science anxiety among failing students. Elementary Education Online, 13(2), 518-525.
Kaya, E., Cetin, P. S., & Erduran, S. (2014). Adaptation of two argumentation tests in Turkish. Elementary Education Online,13(3), 1014-1032.
Cetin, P. S., Kutluca, A. Y., & Kaya, E. (2014). Ogrencilerin argumantasyon kalitelerinin incelenmesi. Fen Bilimleri Ogretimi Dergisi, 2(1), 56-66.
Cetin, P. S., Kaya, E., & Geban, O. (2014). Students’, pre-service teachers’, and in-service teachers’ views about constructivist implementations. Necatibey Egitim Fakultesi Dergisi, 8(2), 143-163.
Kaya, E. & Erduran, S. (2016). Yeniden kavramsallaştirilmis “Aile Benzerligi Yaklasimi”: Fen egitiminde bilimin dogasinna butunnsel bir bakis acisi, Turk Fen Egitimi Dergisi, 13(2), 76-89.
Cetin, P. S., Metin, D., & Kaya, E. (2016). Laboratuvar uygulamalarinda yeni bir yaklasim: Arguman temelli sorgulayici arastirma (ATSA). Kırsehir Egitim Fakultesi Dergisi. 17(2), 223-242.
Erduran, S., Kaya, E., & Cetin, P. S. (2016). Pre-service teachers’ perceptions of argumentation: Impact of a teacher education project in Rwanda. Bogazici University Journal of Education, 33(1), 5-25.
Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2017). Ogretmen egitiminde bilimin dogasi: Butunsel bir yaklasim. Necatibey Egitim Fakultesi Elektronik Fen ve Matematik Egitimi Dergisi, 11(2), 464-501.
Kurt, G. & Kaya, E. (2023). Fen bilimleri ogretim programinda yeniden kavramsallaştirilmis aile benzerligi yaklasimina dayali bilimin dogasi ve ogretmen gorusleri. Buca Egitim Fakultesi Dergisi, 57, 1780-1807.
Goren, D. & Kaya, E. (2023). Ogrencilerin bilimin dogasi anlayislari ile ust bilissel farkindaliklari arasindaki iliski. Bogazici Universitesi Egitim Dergisi, 40-2(2), 315-336.
Okan, B. & Kaya, E. (2023). 5. sinif fen bilimleri ders kitabinda bilimin dogasi: butunsel bir yaklasima dayali icerik analizi. Gazi Universitesi Gazi Egitim Fakultesi Dergisi, 43(3), 1521-1560.