September 2021
Nursel YILMAZ > Other Awards
Given by European Educational Research Association (EERA), ERC/ECER
April 2019
Nursel YILMAZ > Other Awards
Given by American Educational Research Association (AERA)
January 2017
Nursel YILMAZ > Other Awards
Given by The Scientific and Technological Research Council of Türkiye
June 2014
Nursel YILMAZ > Other Awards
Given by Middle East Tehnical University
January 2011
Nursel YILMAZ > Other Awards
Given by The Scientific and Technological Research Council of Türkiye
June 2011
Nursel YILMAZ > Other Awards
Given by Middle East Tehnical University
Full Member
Dr. Nursel YILMAZ
Membership since:
2022
Field of activity:
Degrees:
2019
Doctorate
Social and Economic Sciences
Publications resulting from Research
Yilmaz, N. (2019). The Effect of The Hypothetical Learning Trajectories and the Contribution of the Eye-Tracking Technology in Understanding the Young Children's Mathematical Patterning Recognition and Generalization. Doctoral Dissertation, Middle East Technical University.
Yilmaz, N. (2019). An Investigation of Preservice Early Childhood Teachers’ Levels of Individual Innovativeness and Perceived Attributes of Instructional Computer Use. Master Thesis, Middle East Technical University.
Baroody, A.J., Yilmaz, N., Clements, D., Sarama, J. (2021). Evaluating a Basic Assumption of Learning Trajectories: The Case of Early Patterning Learning. Journal of Mathematics Education, 13(2), 8-32.
Yilmaz, N., Olgan, R. (2020). Perceived Attributes of Instructional Computer Use in Early Childhood Education: A Scale Adaptation and Validation Study. Elementary Education Online Journal, 19(3),1267–1283 (Scopus).
Yılmaz, N., Alıcı, Ş. (2011). Investigating Pre-Service Early Childhood Teachers’ Attitudes towards the Computer Based Education in Science Activities. The Turkish Online Journal of Educational Technology, 10(3), 161-167 (SSCI).
Tanış, H. , Akçay, A. , Yılmaz, N. , Yiğit, M. F. & Tüzün, H. (2022). How usable is Coursera? A usability analysis through eye-tracking and authentic tasks . Participatory Educational Research , 9 (4) , 379-395 . DOI: 10.17275/per.22.96.9.4