Yüksek Lisans, Kimya, University of Northern Colorado, CO, 2008.
Yüksek Lisans, Fen ve Matematik Eğitimi, Boğaziçi Üniversitesi, İstanbul, 2000.
Lisans, Kimya Öğretmenliği, Boğaziçi Üniversitesi, İstanbul, 1993.
Akaygun, S., & Adadan, E. (2021). Investigating the role of conceptual understanding on how students watch an experimental video using eye-tracking. In Devetak I., Glažar S.A. (Eds) Applying Bio-Measurements Methodologies in Science Education Research (pp. 93-106). Cham: Springer.
Akaygun, S. & Adadan, E. (2021) Fostering senior primary school students’ understanding of climate change in an inquiry-based learning environment. Education 3-13, 49(3), 330-343.
Kelly, R. M., Akaygun, S., Hansen, S. J., Villalta-Cerdas, A., & Adam, J. (2021). Examining learning of atomic level ideas about precipitation reactions with a resources framework. Chemistry Education Research and Practice, DOI: https://doi.org/10.1039/D0RP00071J
Akaygun, S. (2020). Nanotechnology in our lives and in science education (Nanoteknolojinin hayatımızdaki ve fen eğitimdeki yeri). In H. Artun, M. S. Günbatar & S. Aydın-Günbatar (Eds.) Technology Trends in Science Teaching (Fen Öğretiminde Teknoloji Eğilimleri) (pp. 291-328). Ankara: Pegem Akademi.
Akaygun, S. (2020). Chemical pollutants and preventive technologies (Kimyasal kirlilik ve önleme teknolojileri). In H. Ş. Ayvacı & S. Cepni (Eds.). Technological Applications of Science (Bilimin Teknolojideki Uygulamaları) (pp. 311-346). Ankara: Pegem Akademi.
Akaygun, S., & Aslan-Tutak, F. (2020). Collaboratively learning to teach STEM: A model for learning to integrate STEM education in preservice teacher education. In V. L. Akerson & G. A. Buck (Eds.), Critical Questions in STEM Education (pp 147-163). Switzerland: Springer.
Akaygun, S. (2019). Using animation developing softwares in science education (Animasyon oluşturma programlarının fen bilimleri eğitiminde kullanımı). In D. Akgündüz (Ed.), Technological Approaches in Science and Mathematics Education (Fen ve Matematik Eğitiminde Teknolojik Yaklaşımlar) (pp. 287-310). Ankara: Anı Yayınları.
Akaygun, S. (2019). Research topic and problem (Araştırma konusu ve problem). In H. Özmen & O. Karamustafaoğlu (Eds.), Research Methods in Education (Eğitimde Araştırma Yöntemleri) (pp. 41-54). Ankara: Pegem Akademi.
Akaygun, S., & Adadan, E. (2019). Revisiting the understanding of redox reactions through critiquing animations in variance. In M. Schultz, S. Schmid & G. Lawrie (Eds.), Research and Practice in Chemistry Education (pp. 7-29). Singapore: Springer.
Aslan-Tutak, F., & Akaygün, S. (2019). Engineering applications in science classes (Fen bilimleri derslerinde mühendislik uygulamaları). In D. Akgündüz (Ed.), Technological Approaches in Science and Mathematics Education (Fen ve Matematik Eğitiminde Teknolojik Yaklaşımlar) (pp. 551-564). Ankara: Anı Yayınları.
Akaygun, S., Adadan, E., & Kelly, R. (2019). Capturing preservice chemistry teachers’ visual representations of redox reactions through storyboards. Israel Journal of Chemistry, 59, 493-503.
Hansen, S. J. R., Hu, B., Riedlova, D., Kelly, R. M., Akaygun, S., & Villalta-Cerdas, A. (2019). Critical consumption of chemistry visuals: eye tracking structured variation and visual feedback of redox and precipitation reactions. Chemistry Education Research and Practice, 20, 837-850.
Kelly, R. & Akaygun, S. (2019). Visualizations and representations in chemistry education (Editorial). Chemistry Education Research and Practice, 20, 657 – 658.
Kucukler, H., Akaygun, S., Imamoglu, Y., Aslan-Tutak F., & Ozel, S. (2019). The effect of sea and the city summer school on gifted and talented middle school students’ attitudes and perceptions towards the sea and the city (Deniz ve kent yaz okulunun özel yetenekli ortaokul öğrencilerinin deniz ve kente yönelik tutum ve algılarına etkisi). Journal of Teaching Science (Fen Bilimleri Öğretimi Dergisi), 7(2), 189-223.
Akaygun, S. (2018). Visualizations in high school chemistry textbooks used in Turkey. In C. Cox & W. E. Schatzberg (Eds.), International Perspectives on Chemistry Education Research and Practice, (pp. 111-127). Washington, DC: American Chemical Society.
Akaygun, S., Brown, C., Karatas, F. O., Supasorn, S., & Yaseen, Z. (2018). Teaching Chemistry with Analogies around the World: Views of Teachers from Four Countries. In C. Cox & W. E. Schatzberg (Eds.), International Perspectives on Chemistry Education Research and Practice, (pp. 129-146), Washington, DC: American Chemical Society.
Kampschulte, L., Akaygun, S., Adadan, E., Eilert, K., & Heyduck, B. (2018). Interdisciplinary research brought to school-connecting chemistry and biology through nanotechnology. Journal of Microbiology Biology Education, 19(1). 19.1.4.
Laherto, A., Kampschulte, L., de Vocht, M., Blonder, R., Akaygun, S., & Apotheker, J. (2018). Contextualizing the EU’s “Responsible Research and Innovation” policy in science education: A conceptual comparison with the nature of science concept and practical examples. Eurasia Journal of Mathematics Science and Technology Education, 14(6), 2287-2300.
Tosmur-Bayazıt, N., Akaygün, S., Demir, K., & Aslan-Tutak, F. (2018). An example of stem teacher professional development: exploration of edible cars activity from teacher education perspective (Bir STEM öğretmen eğitimi örneği: Yenebilir arabalar etkinliğinin öğretmen eğitimi açısından incelenmesi. Journal of Teaching Science (Fen Bilimleri Öğretimi Dergisi), 6(2), 213 – 232.
Akaygün, S. (2017). Professional Development for science center experts: A journey for science (Bilim merkezi uzman eğitimi: bilim için devam eden yolculuk. In A. Güney (Ed.) Science Center with Every Aspect (Her Yönüyle Bilim Merkezi) (p. 227-249). Konya: Çizgi Kitabevi.
Akaygun, S. (2017). Visualizing the invisible: Using dynamic visualizations in chemistry education (Görünmeyeni görselleştirme: kimya eğitiminde hareketli bilgisayar görsellerinin kullanımı). In M. Sözbilir & A. Ayas (Eds), Teaching Chemistry: Examples of Good Practices for Teacher Educators, Inservice and Preservice Teachers (Kimya Öğretimi: Öğretmen Eğitimcileri, Öğretmenler ve Öğretmen Adayları için Iyi Uygulama Örnekleri), 2nd Edition, (pp. 617-648). Ankara: Pegem Akademi.
Akaygün, S., & Aslan Tutak, F. (2017). STEM (Science, Technology, Engineering, Mathematics) Education Approach (FeTeMM (Fen, Teknoloji, Mühendislik, Matematik) Eğitimi Yaklaşımı). In M. Ergun (Ed.) New Approaches in Teaching Science (Fen Bilimleri Öğretiminde Yeni Yaklaşımlar) (p. 1-34), Ankara: Nobel Akademik Yayıncılık.
Adadan, E., Akaygun, S., & Sanyal, A. (2017). Size dependent properties of matter: Is the size of a pill important?Science Activities: Classroom Projects and Curriculum Ideas, 54(3-4).
Apotheker, J., Blonder, R., Akaygun, S., Reis, P., Kampschulte, L., & Laherto, A. (2017). Responsible Research and Innovation in secondary school science classrooms: experiences from the project Irresistible. Pure and Applied Chemistry, 89(2), 211-219.
Aslan Tutak, F., Akaygun, S., & Tezsezen, S. (2017). Collaboratively learning to teach STEM: Change in participating pre-service teachers’ awareness of STEM (İşbirlikli FeTeMM (Fen, Teknoloji, Mühendislik, Matematik) eğitimi uygulaması: Kimya ve matematik öğretmen adaylarının FeTeMM farkındalıklarının incelenmesi). Hacettepe University Journal of Education (Hacettepe Üniversitesi Eğitim Fakültesi Dergisi), 32(4), 794-816.
Kelly, R. M., Akaygun, S., Hansen, S., & Villalta Cerdas, A. (2017). The effect that comparing molecular animations of varying accuracy has on students’ submicroscopic explanations. Chemistry Education Research and Practice, 18, 582-600.
SCED 240 Science, Technology, and Society
SCED 282 Principles and Methods of Instruction in Mathematics and Science
SCED 320 Teaching Methods in Science and Mathematics Education
SCED 404 Research Methods in Science and Mathematics Education
SCED 408 Text Analysis in Science and Mathematics Education
SCED 414 Seminar on Practice Teaching in Chemistry
SCED 421 Teaching Methods in Chemistry
SCED 422 Practice Teaching in Chemistry
SCED 450 School Experience in Science and Mathematics Education
SCED 462 Practice Teaching in Science
SCED 481 Dynamic Visualizations in Chemistry and Nanoscience Education
SCED 482 Teaching Cutting-Edge Science Through Inquiry-based Learning
SCED 544 Science Curriculum Development Study (Graduate Level)
SCED 551 Media and Methods in Science and Mathematics Education (Graduate Level)
Merve Koçoğlu (2019). Investigation of Self-Regulated Learning (SRL) Strategies Used by Gifted Students While Learning Science.
A. Sanem Sarılıcan (2019). Effect of Using Different Instructional Methods to Teach Geometry Topics on Fifth Grade Students' Spatial Ability and Geometry Achievement
Şule Korkmaz Yavuz (2019). Investigating Preservice Chemistry Teachers' Eye Movements While Working with Macroscopic, Symbolic and Submicroscopic Level of Representations for Chemical Equilibrium
Sevgi Aslıhan Karayol (2019). The Effects of Project-Based Learning on Environmental Literacy.
Büşra Açıkel (2018). Exploring High School Teachers' and Students' Experiences in the Development of Interactive Exhibits on Nanotechnology Applications Integrating Responsible Research and Innovation: Practical Approaches, Challenges and Benefits.
Nurseda Tarsan (2015). The Effect of Working with Ipad Applications Including Macroscopic and Submicroscopic Level Representations in Different Orders on Students’ Conceptual Understanding of Gas Laws.
Berra Sagun Gököz (2012). Design and Implementation of a Nanoscience Workshop: Investigating 11th Grade Students’ Awareness and Understanding in Nanoscience.
Zeynep Polat (2012). A Comparison between High School Students’ Mental Models of Atomic Structure and Visualizations in the Textbooks for the Concept Atom.
Tağmay Yılmaz (2012). Comparison of the Effects of Model-based and Computer-based Instruction on 9th Grade Students' Spatial Abilities and Conceptual Understanding of Ionic Lattice.
Digitools: Digitalization of Training Contents for Middle Schools (ERASMUS Plus KA226, Project Number: SCH-098485, Researcher, 06/2021 – present).
Developing a Model for Area Specialized Effective Mentoring and Implementing Professional Development for Mentors (TUBITAK 1001, Project Number: 220K086, Researcher, 11/2020 – present).
Towards achieving a shared aim: Education For Global Citizenship And Sustainable Development By Using Socio-Scientific Issues In Science Education, funded by Science Diplomacy Fund, Netherland, Project No: 483.20.026, Co-Principal Investigator, 03/2020 – present).
Istanbul Foundation for Culture and Arts (IKSV) Alt Kat: Installation of Learning and Interaction Space and Creative Workshop Programme for Children and Youth (Istanbul Development Agency (ISTKA), Project Number: TR10/18/ÇVG/0144, Researcher, 03/2019 – 12/2020).
Kids of Bosphorus are Designing the City (TUBITAK 4004, Project Number: 218B086, Researcher, 01/2019 – 03/2020).
Developing a Visualization Framework for Chemical Reactions: Supporting or Refuting Animation Models in Variance with each other through connection to Experimental Evidence (TUBITAK 2501, Project Number: 115K025, Project Coordinator, 05/2016 – 11/2019).
Determination of the Level of Scientific Literacy of Turkish Society (TUBITAK 3501, Project Number:150829, Researcher, 05/2016 – 11/2019).
A Bridge Reaching from School to the Society: Nanotechnology Clubs (TUBITAK 4005, Project Number: 118B086, Project Coordinator, 05/2018 – 08/2019).
Kids of Bosphorus are Learning the City by the Sea (TUBITAK 4004, Project Number:116B417, Researcher, 05/2016 – 08/2017).
Integrating ‘Science, Technology, Engineering, and Mathematics (STEM) Education’ in Pre-service Chemistry and Mathematics Teacher Education (Boğaziçi University, Research Projects Fund, Project Number: 9221, Project Coordinator, 12/2014 – 12/2016).
Project Irresistible, Including Responsible Research and Innovation in Cutting Edge Science and Inquiry-based Science Education to improve Teachers’ Ability of Bridging Learning Environments (FP7-Science-in-Society-2013-1, Project Number: 612367, Country Leader, 11/2013 – 10/2016).
Design, Development and Evaluation of a Customized Web-Based Portfolio System to Improve Preservice Teachers’ Reflective Skills (TUBITAK 3501, 111K523, Researcher, 01/2012 – 09/2013).
Determination of design principles for an animation developing software to be used to visualize fundamental chemistry concepts at the submicroscopic level. (Boğaziçi University, Research Projects Fund, 5588, Project Coordinator, 08/2010 – 02/2013).
received her undergraduate degree in teaching chemistry from University in 1993. Between 1993 to 2005 she taught chemistry and middle school science at two high schools in Istanbul. In 2000, she earned her M.S. in Secondary School Science and Maths Education from University. She earned her MS in chemistry (2008) and her in chemical education (2009) from University of Northern Colorado. She has joined the Department of Mathematics and Science and Education in 2010. Her research interests include visualisations in science/chemistry education, nanoscience education and STEM education. has been coordinating various national and international research projects, and organising teacher training workshops for science and mathematics teachers.
Visualisations in chemistry education, nanotechnology education, and STEM education.
Member of European Science Education Research Association (ESERA)
Member of American Chemical Society (ACS)
Member of Turkish Science Education and Research Association (Fen Bilimleri Eğitimi ve Araştırmaları Derneği, FEAD)
Academic Incitement Award, Turkish Higher Education Council, Ankara, Turkey (2017 – present).
Board Member of Faculty of Education Administrative Council, Representative of Associate Professors, Bogazici University, Istanbul, Turkey (09/2019 – present).