YAYINLAR

Saçkes, M., & Trundle, K. C. (in press). Change or durability? The contribution of metaconceptual awareness in preservice early childhood teachers’ learning of science concepts. Research in Science Education, doi:10.1007/s11165-016-9522-1

Saçkes, M., Işıtan, S., Avci, K., & Justice, L. M. (In press). Parents’ perceptions of children’s literacy motivation and their home-literacy practices: What’s the connection? European Early Childhood Education Research Journal. http://dx.doi.org/10.1080/1350293X.2014.996422

Justice, L. M., Logan, J. A.R., Işıtan, S., & Saçkes, M. (2016). The home-literacy environment of young children with disabilities. Early Childhood Research Quarterly, 37(4), 131-139.

Saçkes, M., Smith, M. M., & Trundle, K. C. (2016). U.S. and Turkish preschoolers’ observational knowledge of astronomy. International Journal of Science Education, 38(1), 116-129.

Saçkes, M. (2015). Kindergartners’ mental models of the day and night cycle: Implications for instructional practices in early childhood classrooms. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 15(4), 997-1006.

Saçkes, M. & Korkmaz, H. İ. (2015). Anaokulu çocuklarının dünyanın şekline ilişkin zihinsel modelleri (Kindergartners’ mental models of the shape of the earth). İlköğretim Online (Elementary Education Online), 14(2), 734-743.

Saçkes, M. (2014). Parents who want their PreK children to have science learning experiences are outliers. Early Childhood Research Quarterly, 29(2), 132-143.

Saçkes, M., & Trundle, K. C. (2014). Preservice early childhood teachers’ learning of science in a methods course: Examining the predictive ability of an intentional learning model. Journal of Science Teacher Education, 25(4), 413-444.

Saçkes, M. (2014). How often do early childhood teachers teach science concepts? Determinants of the frequency of science teaching in kindergarten. European Early Childhood Education Research Journal, 22(2), 169-184.

Özer, B. U., Saçkes, M., & Tuckman, B. W. (2013). Psychometric properties of the Tuckman procrastination scale in a Turkish sample. Psychological Reports, 113(3), 874-884.

Saçkes, M. (2013). Erken çocukluk eğitiminde önem verilmesi gereken gelişimsel alanlar: Anne-baba ve öğretmen önceliklerinin karşılaştırılması (Priorities for developmental areas in early childhood education: A comparison of parents’ and teachers’ priorities). Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 13(3), 1675-1690.

Saçkes, M. (2013). Children’s competencies in process skills in kindergarten and their impact on academic achievement in third grade. Early Education and Development, 24(5), 704-720.

Saçkes, M., Trundle, K. C., & Bell, R. L. (2013). Science learning experiences in kindergarten and children’s growth in science performance in elementary grades. Education and Science, 38 (167), 114-127.

Saçkes, M., Akman, B., & Trundle, K. C. (2012). Okulöncesi öğretmenlerine yönelik fen eğitimi dersi: Lisans düzeyindeki öğretmen eğitimi için bir model önerisi (A science methods course for early childhood teachers: A model for undergraduate pre-service teacher education). Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 6(2), 1-26.

Saçkes, M. (2012). Gökevi yazılımı ile erken çocuklukta gökyüzü gözlemi (Sky observation by a planetarium software in early childhood). Çoluk Çocuk: Anne Baba Eğitimci Dergisi, 96, 52-55.

Saçkes, M. (2012). Erken çocuklukta Fizik eğitimi: Rampa deneyi (Physics education in early childhood: Ramp experiment). Eğitimci: Öğretmen Dergisi, 14, 6-9.

Saçkes, M., Flevares, L. M., Gonya, J., & Trundle, K. C. (2012). Preservice early childhood teachers’ sense of efficacy for integrating mathematics and science: Impact of a methods course. Journal of Early Childhood Teacher Education, 33(4), 349-364.

Saçkes, M., Trundle, K. C., Krissek, L., & Tuckman, B. (2012). Development of the efficacy beliefs for conceptual change learning questionnaire. The Journal of Experimental Education, 80(4), 338-351.

Saçkes, M. (2011). The influence of metacognitive strategy use on preservice early childhood teachers’ coherency of conceptual understandings. E-International Journal of Educational Research, 2(4), 44-54.

Saçkes, M., Trundle, K. C., & Bell, R. L. (2011). Young children’s computer skills development from Kindergarten to third grade. Computers and Education. 57, 1698-1704.

Saçkes, M., Trundle, K. C., & Krissek, L. (2011). The impact of a summer institute on inservice early childhood teachers’ knowledge of earth and space science concepts. The Science Educator, 20(1), 23-33.

Saçkes, M., Trundle, K. C., Bell, R. L., & O’Connell, A. A. (2011). The influence of early science experience in kindergarten on children’s immediate and later science achievement: Evidence from the Early Childhood Longitudinal Study. Journal of Research in Science Teaching, 48(2), 217-235.

Saçkes, M., Flevares, L., & Trundle, K. C. (2010). Four- to six-year-old children’s conceptions of the mechanism of rainfall. Early Childhood Research Quarterly. 25(4), 536-546.

Trundle, K. C., & Saçkes, M. (2010). Look! It is going to rain: Using books and observations to promote young children’s understanding of clouds. Science and Children, 47(8), 29-31

Hobson, S. M., Trundle, K. C., & Saçkes, M. (2010). Using a planetarium software program to promote conceptual change with young children. Journal of Science Education and Technology, 19(2), 165-176.

Trundle, K. C., Atwood, R. K., Christopher, J. E., & Saçkes, M. (2010). The effect of guided inquiry based instruction on middle school students’ understanding of lunar concepts. Research in Science Education, 40(3), 451-478.

Saçkes, M., Trundle, K. C., & Flevares, L. (2009). Using children’s books to teach inquiry skills. Young Children, 64(6), 24-31.

Sackes, M., Trundle, K. C., & Flevares, L. M. (2009). Using children’s literature to teach standard-based science concepts in early years. Early Childhood Education Journal, 36(5), 415-422.

Trundle, K. C., & Sackes, M. (2008). Sky observation by the book: Lessons for teaching young children astronomy concepts with picturebooks. Science and Children, 46(1), 36-39.

Atılgan, H., Saçkes, M., Yurdugül, H., & Çırak, Y. (2007). Korku yaşantıları ölçeğinin Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(28), 74-94.

Kaya, A & Saçkes, M. (2004). Benlik saygısı geliştirme programının ilköğretim sekizinci sınıf öğrencilerinin benlik saygısı düzeylerine etkisi. Türk Psikolojik Danışma ve Rehberlik Dergisi, 21, 49-56.

Atılgan, H. & Saçkes, M. (2004). Ölçeklerin ikili ve çok kategorili puanlanmasının psikometrik özelliklerinin karşılaştırılması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 5(7), 3-7.

Saçkes, M. (2015). Young children’s ideas about earth and space science concepts. In K. Trundle and M. Saçkes (Eds.), Research in early childhood science education. Springer.

Saçkes, M., Trundle, K. C., Smith, M. M. (2015). Scientific Concepts during Childhood, Development of. In: James D. Wright (editor-in-chief), International Encyclopedia of the Social & Behavioral Sciences, 2nd edition, Vol 21. Oxford: Elsevier, pp. 275–280.

Trundle, K. C., & Saçkes, M. (2013). A comprehensive literature review on students’ conceptual understandings enhanced through technology instruction. In K. D. Finson and J. E. Pederson (Eds.), Visual data in science education (pp. 189-210). Charlotte, NC: Information Age Publishing.

Saçkes, M., Güçhan, S. Ö., & Avci, K. (2013). İlkokula hazırbulunuşluğu değerlendirme. (Editor: Tolga Erdoğan),  İlkokula (İlköğretime) Hazırlık ve İlkokul (İlköğretim) Programları (233-252). Ankara: Eğiten Kitap.

Trundle, K. C., & Saçkes, M. (2012). Science and early education. In R. C. Pianta, W. S. Barnett, L. M. Justice, & S. M. Sheridan (Eds.), Handbook of Early Childhood Education (240-258). New York: Guilford Press.

Kaya, A & Saçkes, M. (2005). Benlik saygısı geliştirme programının ilköğretim sekizinci sınıf öğrencilerinin benlik saygısı düzeylerine etkisi. In S. Erkan & A. Kaya (Eds.), Deneysel Olarak Sınanmış Grupla Psikolojik Danışma ve Rehberlik Programları. Ankara: PegemA Yayıncılık.

Trawick-Smith, J. (2013). Erken Çocukluk Döneminde Gelişim: Çok Kültürlü Bir Bakış Açısı (Early childhood development: A multicultural perspective). (Çeviri editörü: B. Akman, Çevirenler: F. Şahin, M. Buldu, A. Ş. Öz, V. Şahin, M. Saçkes, Ö. Özgün, H. Z. İnan, Y. Öztürk, M. Ören, R. Olgan). Ankara: Nobel Akademik Yayıncılık.

Smead, R. M. (2005). Ergenler için Grupla Psikolojik Danışma Uygulamaları (Skills for living: Group counseling activities for young adolescents). (Türkçe çevirisi; S. Güçray, A. Kaya & M. Saçkes). Ankara: PegemA Yayıncılık.

Trundle, K. C., Smith, M. M., Saçkes, M., Miller, H. L., & Mollohan, K. N. (2013, January). Using science inquiry to promote conceptual change with in-service preschool teachers. Paper presented at the annual meeting of the Association for Science Teacher Education International Conference, Charleston, SC, January 09-12.

Miller, H. L., Trundle, K. C., Smith, M. M., Saçkes, M., & Mollohan, K. N. (2013, January). Preschoolers’ ideas about day and night and objects in the sky before and after play-based science instruction. Paper presented at the annual meeting of the Association for Science Teacher Education International Conference, Charleston, SC, January 09-12.

Saçkes, M. (2012, November). Science teaching in the early years. Workshop conducted in an Erasmus Intensive Program “Talented Children and Talented Teachers: Competencies, Resilience and Culture. Balıkesir University, Necatibey School of Education, Turkey, November 12-23.

Saçkes, M., Işıtan, S., & Avci, K. (2012, September). Development of perceived interest, motivation and aptitude for reading instruments. Paper presented at the annual meeting of the International Congress on Early Childhood Education. Adana, Turkey, September 12-15.

Trundle, K. C., Saçkes, M., Smith, M. M., & Miller, H. L. (2012, September). Preschoolers’ ideas about day and night and objects in the sky. Paper presented at the annual meeting of the International Congress on Early Childhood Education. Adana, Turkey, September 12-15.

Sackes, M., Trundle, K. C., & Bell, R. L. (2011, January). The effect of computer-based instruction on young children’s academic growth. Paper presented at the annual meeting of the Association for Science Teacher Education International Conference, Minneapolis, MN, January 20-22.

Sackes, M., Trundle, K. C., & Bell, R. L. (2011, January). The relationship between the change in science content knowledge and science teaching efficacy beliefs of in-service elementary and middle school teachers. Paper presented at the annual meeting of the Association for Science Teacher Education International Conference, Minneapolis, MN, January 20-22.

Özer, B. U., & Saçkes, M. (2011). Effects of academic procrastination on college students’ life satisfaction. Paper presented at the International Conference on Education and Educational Psychology (ICEEPSY 2010), Procedia – Social and Behavioral Sciences, 12, 512-519.

Sackes, M., & Trundle, K. C. (2010, March). The role of metaconceptual awareness in the change and the durability of conceptual understandings. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Philadelphia, PA, March 20-24.

Sackes, M., & Trundle, K. C. (2010, January). The influence of metaconceptual awareness on the change and the durability of conceptual understandings. Paper presented at the annual meeting of the Association for Science Teacher Education International Conference, Sacramento, CA, January 14-16.

Hobson, S. M., Trundle, K. C., & Sackes, M. (2010, January). Fostering science inquiry to promote conceptual change with young children. Paper presented at the annual meeting of Association for Science Teacher Education, Sacramento, CA, January 14-16.

Sackes, M., Hilson, M. P., Trundle, K. C., & Krissek, L. (2010, January). The relationship between content knowledge of earth and space science concepts and science teaching efficacy beliefs of in-service elementary and middle school teachers. Paper presented at the annual meeting of the Association for Science Teacher Education International Conference, Sacramento, CA, January 14-16.

Sackes, M., Hilson, M. P., Trundle, K. C., & Krissek, L. (2009, September). The effect of a summer institute on in-service elementary and middle school teachers’ science content knowledge and efficacy beliefs for teaching science. Paper presented at the annual meeting of the Association for Science Teacher Education Mid-Atlantic Regional Conference, Friendship, OH, September 18-19.

Flevares, L. M., Sackes, M., Gonya, M., & Trundle, K. C. (2009, September). Preservice early childhood teachers’ sense of efficacy for integrating mathematics and science: Effectiveness of a methods course. Paper presented at the annual meeting of the Association for Science Teacher Education Mid-Atlantic Regional Conference, Friendship, OH, September 18-19.

Ozer, B. U., Sackes, M., & Tuckman, B. (2009, August). Psychometric properties of Tuckman procrastination scale in a Turkish sample. 6th Biennial Procrastination Research Conference, York University, Toronto, August 4.

Sackes, M., & Trundle, K. C. (2009, April). The role of cognitive, metacognitive, and motivational variables in conceptual change in astronomy. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Garden Grove, CA, April 17-21.

Hobson, S. M., Trundle, K. C., & Sackes, M. (2009, April). Young children’s conceptual understanding about the Moon before and after an inquiry-based, technology-enhanced experience. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Garden Grove, CA, April 17-21.

Sackes, M., Flevares, L., & Trundle, K. C. (2009, April). Children’s mental models of the mechanism of rainfall. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Denver, Colorado, April 2-4.

Sackes, M., & Trundle, K. C. (2009, January). Intentional conceptual change: The role of cognitive, metacognitive, and motivational variables in conceptual change. Paper presented at the annual meeting of the Association for Science Teacher Education International Conference, Hartford, CT, January 10-12.

Hobson, S. M., Trundle, K. C., & Sackes, M. (2009, January). Young elementary students’ conceptual understandings of lunar phases before and after an inquiry-based and technology-enhanced instructional intervention. Paper presented at the annual meeting of the Association for Science Teacher Education International Conference, Hartford, CT, January 10-12.

Trundle. K. C., & Sackes, M. (2008, September). Science by the book: Using children’s literature to teach science. Head Start Education Services Institute. “Mathematics, Science and Curriculum Integration in the Early Childhood Classroom”, Columbus, OH, September 15-17.

Krissek, L., Sackes, M. & Trundle, K. C. (2008, January). Early childhood teachers’ understanding of earth science concepts before and after instruction. Paper presented at the annual meeting of the Association for Science Teacher Education International Conference, St. Louis, MO, January 10-12.

Sackes, M., Trundle, K. C., & Krissek, L. (2008, January). Early childhood teachers’ understanding of lunar concepts before and after instruction. Paper presented at the annual meeting of the Association for Science Teacher Education International Conference, St. Louis, MO, January 10-12.

Sackes, M. & Trundle, K. C. (2007, January). Lunar learning: preservice teachers thinking like scientists and mathematicians (Myths and misconceptions: A review of lunar literature). Paper presented at the annual meeting of the Association for Science Teacher Education International Conference, Clearwater Beach, FL, January 4-6.

Atılgan, H & Saçkes, M (2003, Temmuz). Ölçeklerin ikili ve çok kategorili puanlanmasının psikometrik özelliklerinin karşılaştırılması. VII. Ulusal Psikolojik Danışma ve Rehberlik Kongresi. İnönü Üniversitesi, Malatya, 09-11 Temmuz.

Çırak, Y., Atılgan, H. & Saçkes, M. (2003, Temmuz). Korku yaşantıları ölçeği uyarlama geçerlik ve güvenirlik çalışması. VII. Ulusal Psikolojik Danışma ve Rehberlik Kongresi. İnönü Üniversitesi, Malatya, 09-11 Temmuz.