Özmen, K., & Biçmen Şenol, M. D. (2025). Fen Lisesi Öğrencilerinin Fiziğe İlişkin Aidiyet Hisleri, Fizik Kimlikleri ve Başarılarının İncelenmesi. Eğitim ve Toplum Araştırmaları Dergisi, 12(2), 207-223. https://doi.org/10.51725/etad.1755152

Biçmen, M. D. (2025). Relationships among high school students’ physics-related sense of belonging, personal epistemologies, and achievement across school type, grade, and gender (Master’s thesis, Middle East Technical University). OpenMETU. https://open.metu.edu.tr/handle/11511/113495

“The Relationship Between High School Students’ Sense of Belonging to Physics, Physics Identity, and Physics Achievement”
Conference: 4th World Conference on Physics Education
Date: August 26-30, 2024
Location: Jagiellonian University, Kraków, Poland
Authors: Merve Düriye Biçmen Şenol, Kübra Özmen
Abstract: This research investigates the association between high school students’ sense of belonging, physics identity, and physics achievement across different grade levels and genders. The study involved 566 students from a science high school, using online surveys and the Spearman-Rank test for data analysis. Findings show female students perceive lower competence compared to male counterparts, while males display stronger physics identity. These outcomes align with previous research showing higher belongingness among males.

“A Comparative Investigation of High School Students’ Feelings of Belonging to Physics Course and Physics Related Epistemologies According to Gender, School Type and Grade Level”
Conference: 15th European Science Education Research Association Conference
Date: August 28 – September 1, 2023
Location: Cappadocia, Turkey
Authors: Kübra Özmen, Merve Düriye Biçmen Şenol
Abstract: Personal epistemology involves beliefs about knowledge and learning. This study compares high school students’ sense of belonging and epistemological beliefs across school types (Anatolian High School vs. Science High School), grade levels, and gender. Conducted with 555 students in Küçükçekmece, Istanbul, the research uses a causal-comparative design and non-parametric tests. Results show no major differences in belonging across school types; however, SHS students show more advanced beliefs in the “justification of knowing,” “changeability of knowledge,” and “source of knowledge” subdimensions. Additionally, males report a higher sense of belonging, while females exhibit more sophisticated beliefs in knowledge structure.

“Learning Objective-Oriented Turkish Scientific Demonstration Experiment”
Conference: 11th National Science and Mathematics Education Congress
Date: September 11-14, 2014
Location: Adana, Turkey
Authors: Hande Kılıç, Merve Düriye Biçmen, Mehmet Nizam, Tuğba Gölcük, Alican Yılmaz, Gamze Kökbudak, Melek Çelik, Mahmut Volkan Akacı, Cemre Tomaç
Abstract: This study focuses on creating objective-oriented demonstration experiments in Turkish to aid physics teachers across Turkey. Conducted with 56 physics teachers and 34 pre-service teachers, the study identified obstacles such as time and resource limitations in conducting experiments. As a solution, the team developed simple, curriculum-aligned demonstration experiments, especially for the “heat and temperature” unit in 9th-grade physics, providing accessible materials to support active learning.