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Determination of Soil Erosion Risk in the Mustafakemalpasa River Basin, Turkey, Using the Revised Universal Soil Loss Equation, Geographic Information System, and Remote Sensing

Environmental management (New York), 2012-10, Vol.50 (4), p.679-694

2012

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Longitudinal relationship between social skills and academic achievement in a gender perspective

Cogent education, 2017-01, Vol.4 (1), p.1411035

2017

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Mathematics gender gaps in Kenya: Are resource differentials between boys and girls to blame?

Cogent education, 2018-01, Vol.5 (1), p.1564163

2018

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Estimation of soil erosion risk within an important agricultural sub-watershed in Bursa, Turkey, in relation to rapid urbanization

Environmental monitoring and assessment, 2015-07, Vol.187 (7), p.419-419, Article 419

2015

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Prediction of soil loss differences and sediment accumulation at the Nilufer creek watershed, Turkey, using multiyear satellite data in a GIS

Geocarto international, 2015-09, Vol.30 (8), p.843-857

2015

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GIS mapping of biogas potential from animal wastes in Bursa, Turkey

International journal of agricultural and biological engineering, 2015-02, Vol.8 (1), p.74-74

2015

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An investigation of the relationship between metacognition and mathematics achievement

Asia Pacific Education Review, 2011, 12(2), , pp.227-235

Ozsoy, Gokhan

2011

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Determination of pollution status of Nilüfer river by water and bottom sediment analysis

Water science & technology. Water supply, 2023-01, Vol.23 (1), p.343-355

2023

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Teacher beliefs about mathematics teaching and learning: Identifying and clarifying three constructs

Cogent education, 2019-01, Vol.6 (1)

2019

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Metacognitive instructional behaviours of preschool teachers in mathematical activities

ZDM, 2019-08, Vol.51 (4), p.655-666

2019

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Typical and Atypical Mathematics Learning: What Do We Learn From Recent Studies

International electronic journal of elementary education, 2022-01, Vol.14 (3), p.195-198

2022

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Turkish Pre-Service Primary School Teachers' Environmental Attitudes: Effects of Gender and Grade Level

Asia-Pacific forum on science learning and teaching, 2011-12, Vol.12 (2)

2011

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Review article: Metacognition, more than the lognes monster?

International electronic journal of elementary education, 2009-10, Vol.2 (1), p.1-6

2009

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The Effect of Metacognitive Strategy Training on Mathematical Problem Solving Achievement

International electronic journal of elementary education, 2009-03, Vol.1 (2), p.68

2009

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Editorial

International electronic journal of elementary education, 2021-09, Vol.14 (1), p.0_1-0_1

Özsoy, Gökhan

2021

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Pre-service Teachers' Use of Visual Representations

International electronic journal of elementary education, 2018-09, Vol.11 (1), p.49-54

Özsoy, Gökhan

2018

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Genesis and classification of some mollisols developed under forest vegetation in Bursa, Turkey

International journal of agriculture and biology, 2012-01, Vol.14 (1), p.75-80

2012

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Metacognition, Study Habits and Attitudes

International electronic journal of elementary education, 2009-10, Vol.2 (1), p.154-166

2009

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Pre-service Teachers’ Use ofVisual Representations

International electronic journal of elementary education, 2018-09, Vol.11 (1), p.49-54

Gökhan ÖZSOY

2018

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Evaluation of Students' Mathematical Problem Solving Skills in Relation to Their Reading Levels

International electronic journal of elementary education, 2015-09, Vol.8 (1), p.113-132

2015

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Introduction: Metacognition, More than the Lognes Monster?

International electronic journal of elementary education, 2009-10, Vol.2 (1), p.1-6

2009

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Sınıf Öğretmeni Adaylarının Okuma ve Matematik Güçlüklerine İlişkin Pedagojik Farkındalıklarının ve Öğretimsel Bakış Açılarının Belirlenmesi

Kastamonu eğitim dergisi, 2019-07, Vol.27 (4), p.1659-1678

2019

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Determination of Pre-service Classroom Teachers’ Pedagogical Awareness of Reading and Mathematical Difficulties and Instructional Perspectives

Kastamonu eğitim dergisi, 2019-07, Vol.27 (4)

2019

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Metacognition, study habits and attitudes

International electronic journal of elementary education, 2009-10, Vol.2 (1), p.154-166

2009

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Sınıf öğretmeni adaylarının okuma ve matematik güçlüklerine ilişkin pedagojik farkındalıklarının ve öğretimsel bakış açılarının belirlenmesi

Kastamonu eğitim dergisi, 2019, Vol.27 (4), p.1659-1678

2019

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Determination of Soil Erosion Risk in the Mustafakemalpasa River Basin, Turkey, Using the Revised Universal Soil Loss Equation, Geographic Information System, and Remote Sensing

Longitudinal relationship between social skills and academic achievement in a gender perspective

Mathematics gender gaps in Kenya: Are resource differentials between boys and girls to blame?

Estimation of soil erosion risk within an important agricultural sub-watershed in Bursa, Turkey, in relation to rapid urbanization

Prediction of soil loss differences and sediment accumulation at the Nilufer creek watershed, Turkey, using multiyear satellite data in a GIS

GIS mapping of biogas potential from animal wastes in Bursa, Turkey

An investigation of the relationship between metacognition and mathematics achievement

Determination of pollution status of Nilüfer river by water and bottom sediment analysis

Teacher beliefs about mathematics teaching and learning: Identifying and clarifying three constructs

Metacognitive instructional behaviours of preschool teachers in mathematical activities

Typical and Atypical Mathematics Learning: What Do We Learn From Recent Studies

Turkish Pre-Service Primary School Teachers' Environmental Attitudes: Effects of Gender and Grade Level

Review article: Metacognition, more than the lognes monster?

The Effect of Metacognitive Strategy Training on Mathematical Problem Solving Achievement

Editorial

Pre-service Teachers' Use of Visual Representations

Genesis and classification of some mollisols developed under forest vegetation in Bursa, Turkey

Metacognition, Study Habits and Attitudes

Pre-service Teachers’ Use ofVisual Representations

Evaluation of Students' Mathematical Problem Solving Skills in Relation to Their Reading Levels

Introduction: Metacognition, More than the Lognes Monster?

Sınıf Öğretmeni Adaylarının Okuma ve Matematik Güçlüklerine İlişkin Pedagojik Farkındalıklarının ve Öğretimsel Bakış Açılarının Belirlenmesi

Determination of Pre-service Classroom Teachers’ Pedagogical Awareness of Reading and Mathematical Difficulties and Instructional Perspectives

Metacognition, study habits and attitudes

Sınıf öğretmeni adaylarının okuma ve matematik güçlüklerine ilişkin pedagojik farkındalıklarının ve öğretimsel bakış açılarının belirlenmesi

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