Yilmaz Soysal
Biographic Data
| ID | 1173552 |
|---|---|
| NAME | Yilmaz Soysal |
| GIVEN NAMES | Yilmaz |
| FAMILY NAME | Soysal |
| SIGNATURE | SOYSAL Y |
| AFFILIATIONS | Istanbul Aydın University |
| ORCID | 0000-0003-1352-8421 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Children’s Perspectives on Non-Sharing During Play: Meaning-Making and Solution Strategies of Five-Year-Olds in Preschool Classrooms
This student study explored how children experienced non-sharing situations during classroom play and the solution strategies they proposed from their own perspectives. The study conceptualized non-sharing not as a deficit in prosocial behavior but as a situated meaning-making practice embedded within symbolic play, peer relations, and material conditions. Data were collected through one-to-one child-centered interviews supported by a visual prom…
Epistemic anatomy of the reform‐based secondary chemistry curricula
This study examined the epistemic anatomy of the reform‐based 9–12 chemistry curricula in Türkiye, focusing on how learning outcomes embed opportunities for disciplinary epistemic reasoning. Using document‐based qualitative content analysis, 329 learning outcomes were analysed through Epistemic Practice Demands (EPDs), encompassing 47 analytical codes, eight epistemic categories and six hierarchical levels. Findings revealed a procedurally rich b…
Understanding compatibilities and inconsistencies between science teachers’ professed beliefs and practices about question-asking in science lessons
Differences between a teacher educator’s and prospective classroom teacher’s talk-based strategies for fostering academically productive classroom talk
The current study presents complex comparative classroom discourse analyses for understanding teacher educators’ and candidate teachers’ talk-based strategies for potentially fostering academically productive classroom talk. Two participants’ in-class teaching videos regarding talk move and interactional pattern typologies, as well as communicative approach orientations, were analysed. A multifaceted, comparative analysis was conducted to portray…
Drawing a Portrayal of Science Teachers’ Epistemic Cognitions Around Different Concepts Characterizing Science Education
The objective of this descriptive study is to provide a detailed examination of science teachers’ perspectives regarding scientific knowledge, science learning, science concepts, and science teaching. A total of 304 science teachers created metaphors to express their cognitions about the epistemological aspects of their work. A specifically designed metaphor construction task was used to capture the participants’ epistemic cognitions. The partici…
Estimating Epistemic Practices Loads in Elementary and Middle School Science Curricula
Developing a Phenomenographic Argument for Science Teacher Educators’ Conceptions Regarding Question-Asking
Exploring Middle School Science Teachers’ Error-Reaction Patterns by Classroom Discourse Analysis
Science Teachers’ Challenging Questions for Encouraging Students to Think and Speak in Novel Ways
Quality Indicators of an Experienced Middle School Science Teacher’s Argument‐Based Inquiry Teaching
Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching
The related literature implies that phenomenographic arguments on teaching conception are primarily developed for in-service teachers or university educators. There is also an ongoing tenet among educational phenomenographers that instructors’ conceptions of teaching are inquired into by discriminating teacher-centered and student-centered modes of teaching from each other. In addressing these two issues, first, the present study established a ph…
Describing teacher educators’ metatalk moves enacted for teaching how to teach concepts
Higher education settings necessitate reflective decision-making through metacognitive thinking. As teacher educators prepare prospective teachers responsible for enhancing their students’ metacognitive abilities, they must employ metacognitive prompts that encourage students to engage in metacognitive thinking. This study aims to analyse and exemplify the talk moves used by teacher educators to stimulate metacognitive thinking among their studen…
A Chronological Analysis of Intellectual Demands in the Turkish Writing Curricula
The purpose of the study was to critically evaluate the updated Turkish writing curricula to decide whether they permit teachers to design higher intellectually demanding teaching sequences. This study was designed as a qualitative inquiry through a document analysis to estimate the pedagogically oriented intellectual demands of the curricular objectives in the writing field. A total of 935 writing objectives were deeply analyzed, and the generic…
Middle School Science Teachers’ Discursive Purposes and Talk Moves in Supporting Students’ Experiments
Barriers Faced by Teachers as an Estimator of the Effectiveness of Reform-Based Initiatives
The purpose of this study was to present the barriers experienced by Turkish teachers when required to engage in more learner-centered teaching and to determine the extent of their awareness of attempts to reform the curriculum. A natural inquiry was conducted. Six themes related to the teachers’ barrier definitions were abstracted. The teachers had low levels of awareness of the reform-based initiatives. The teachers had a pedagogical orientatio…
Exploring Science Teacher Questions' Influence on the Students' Talk Productivity: A Classroom Discourse Analysis Approach
It is still less known how teachers organize classroom dialog to foster intellectual contributions to classroom talks. The current study developed a coding scheme to clarify science teacher questions and identify how different questions affect students' talk productivity. The participants were 28 fifth-grade students and a science teacher who conducted argument-based implementations. The verbatim transcriptions were analyzed through a systematic …
Talking Science: Argument-Based Inquiry, Teachers’ Talk Moves, and Students’ Critical Thinking in the Classroom
A Critical Examination of Turkish Language Teaching Curriculum From an Interactionist Perspective
This study explored the Turkish language teaching curriculum (TLTC, Grades 1–8) outcomes through an interactionist framework. Two points framed the analysis of the outcomes: learning demand and social discussions of the meanings. This study concluded that particularly for the learning areas such as reading, speaking, and writing, sixth- to eighth-grade outcomes downgrade the opportunities of teachers to engage students in social discussion of mea…
Differences between a teacher educator’s and prospective classroom teacher’s talk-based strategies for fostering academically productive classroom talk
The current study presents complex comparative classroom discourse analyses for understanding teacher educators’ and candidate teachers’ talk-based strategies for potentially fostering academically productive classroom talk. Two participants’ in-class teaching videos regarding talk move and interactional pattern typologies, as well as communicative approach orientations, were analysed. A multifaceted, comparative analysis was conducted to portray…
Describing teacher educators’ metatalk moves enacted for teaching how to teach concepts
Higher education settings necessitate reflective decision-making through metacognitive thinking. As teacher educators prepare prospective teachers responsible for enhancing their students’ metacognitive abilities, they must employ metacognitive prompts that encourage students to engage in metacognitive thinking. This study aims to analyse and exemplify the talk moves used by teacher educators to stimulate metacognitive thinking among their studen…
Exploring Science Teacher Questions' Influence on the Students' Talk Productivity: A Classroom Discourse Analysis Approach
It is still less known how teachers organize classroom dialog to foster intellectual contributions to classroom talks. The current study developed a coding scheme to clarify science teacher questions and identify how different questions affect students' talk productivity. The participants were 28 fifth-grade students and a science teacher who conducted argument-based implementations. The verbatim transcriptions were analyzed through a systematic …
Talking Science: Argument-Based Inquiry, Teachers’ Talk Moves, and Students’ Critical Thinking in the Classroom
A Critical Examination of Turkish Language Teaching Curriculum From an Interactionist Perspective
This study explored the Turkish language teaching curriculum (TLTC, Grades 1–8) outcomes through an interactionist framework. Two points framed the analysis of the outcomes: learning demand and social discussions of the meanings. This study concluded that particularly for the learning areas such as reading, speaking, and writing, sixth- to eighth-grade outcomes downgrade the opportunities of teachers to engage students in social discussion of mea…
Middle School Science Teachers’ Discursive Purposes and Talk Moves in Supporting Students’ Experiments
Barriers Faced by Teachers as an Estimator of the Effectiveness of Reform-Based Initiatives
The purpose of this study was to present the barriers experienced by Turkish teachers when required to engage in more learner-centered teaching and to determine the extent of their awareness of attempts to reform the curriculum. A natural inquiry was conducted. Six themes related to the teachers’ barrier definitions were abstracted. The teachers had low levels of awareness of the reform-based initiatives. The teachers had a pedagogical orientatio…
Exploring Science Teacher Questions' Influence on the Students' Talk Productivity: A Classroom Discourse Analysis Approach
It is still less known how teachers organize classroom dialog to foster intellectual contributions to classroom talks. The current study developed a coding scheme to clarify science teacher questions and identify how different questions affect students' talk productivity. The participants were 28 fifth-grade students and a science teacher who conducted argument-based implementations. The verbatim transcriptions were analyzed through a systematic …
Quality Indicators of an Experienced Middle School Science Teacher’s Argument‐Based Inquiry Teaching
Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching
The related literature implies that phenomenographic arguments on teaching conception are primarily developed for in-service teachers or university educators. There is also an ongoing tenet among educational phenomenographers that instructors’ conceptions of teaching are inquired into by discriminating teacher-centered and student-centered modes of teaching from each other. In addressing these two issues, first, the present study established a ph…
Describing teacher educators’ metatalk moves enacted for teaching how to teach concepts
Higher education settings necessitate reflective decision-making through metacognitive thinking. As teacher educators prepare prospective teachers responsible for enhancing their students’ metacognitive abilities, they must employ metacognitive prompts that encourage students to engage in metacognitive thinking. This study aims to analyse and exemplify the talk moves used by teacher educators to stimulate metacognitive thinking among their studen…
A Chronological Analysis of Intellectual Demands in the Turkish Writing Curricula
The purpose of the study was to critically evaluate the updated Turkish writing curricula to decide whether they permit teachers to design higher intellectually demanding teaching sequences. This study was designed as a qualitative inquiry through a document analysis to estimate the pedagogically oriented intellectual demands of the curricular objectives in the writing field. A total of 935 writing objectives were deeply analyzed, and the generic…
Exploring Middle School Science Teachers’ Error-Reaction Patterns by Classroom Discourse Analysis
Science Teachers’ Challenging Questions for Encouraging Students to Think and Speak in Novel Ways
Drawing a Portrayal of Science Teachers’ Epistemic Cognitions Around Different Concepts Characterizing Science Education
The objective of this descriptive study is to provide a detailed examination of science teachers’ perspectives regarding scientific knowledge, science learning, science concepts, and science teaching. A total of 304 science teachers created metaphors to express their cognitions about the epistemological aspects of their work. A specifically designed metaphor construction task was used to capture the participants’ epistemic cognitions. The partici…
Estimating Epistemic Practices Loads in Elementary and Middle School Science Curricula
Developing a Phenomenographic Argument for Science Teacher Educators’ Conceptions Regarding Question-Asking
Children’s Perspectives on Non-Sharing During Play: Meaning-Making and Solution Strategies of Five-Year-Olds in Preschool Classrooms
This student study explored how children experienced non-sharing situations during classroom play and the solution strategies they proposed from their own perspectives. The study conceptualized non-sharing not as a deficit in prosocial behavior but as a situated meaning-making practice embedded within symbolic play, peer relations, and material conditions. Data were collected through one-to-one child-centered interviews supported by a visual prom…
Epistemic anatomy of the reform‐based secondary chemistry curricula
This study examined the epistemic anatomy of the reform‐based 9–12 chemistry curricula in Türkiye, focusing on how learning outcomes embed opportunities for disciplinary epistemic reasoning. Using document‐based qualitative content analysis, 329 learning outcomes were analysed through Epistemic Practice Demands (EPDs), encompassing 47 analytical codes, eight epistemic categories and six hierarchical levels. Findings revealed a procedurally rich b…
Understanding compatibilities and inconsistencies between science teachers’ professed beliefs and practices about question-asking in science lessons
Differences between a teacher educator’s and prospective classroom teacher’s talk-based strategies for fostering academically productive classroom talk
The current study presents complex comparative classroom discourse analyses for understanding teacher educators’ and candidate teachers’ talk-based strategies for potentially fostering academically productive classroom talk. Two participants’ in-class teaching videos regarding talk move and interactional pattern typologies, as well as communicative approach orientations, were analysed. A multifaceted, comparative analysis was conducted to portray…
Psychology (15 works) · Mathematics education (14 works) · Pedagogy (14 works) · Education and Critical Thinking Development (11 works) · Educational Strategies and Epistemologies (10 works) · Computer Science (8 works) · Epistemology (7 works) · Science Education and Pedagogy (7 works) · Cognition (5 works) · Curriculum (5 works)