Arpacı, S., Mercan, F. Ç., & Arıkan, S. (2021). The differential relationships between PISA 2015 science performance and, ICT availability, ICT use and attitudes toward ICT across regions: evidence from 35 countries. Education and Information Technologies, 1-20. https://doi.org/10.1007/s10639-021-10576-2(SSCI)
Mercan F. Ç. (2020). Control-value theory and enjoyment of science: A cross-national investigation with 15-year-olds using PISA 2006 data. Learning and Individual Differences, 80 (May 2020, 101889). https://doi.org/10.1016/j.lindif.2020.101889(SSCI)
Mercan F. Ç. (2012). Epistemic Beliefs about Justification Employed by Physics Students and Faculty in Two Different Problem Contexts. International Journal of Science Education, 34(9), 1411-1441., Doi: 10.1080/09500693.2012.664794. https://doi.org/10.1080/09500693.2012.664794(SSCI)
Mercan F. Ç. (2015). Physics Teachers Views on the Content and Structure of the Physics Teaching Program. Eurasian Journal of Physics and Chemistry Education, 7(1), 2-17. https://www.ijpce.org/index.php/IJPCE/article/view/42
Mercan F. Ç. (2015). Secondary Physics, Chemistry, and Biology (PCB) Teachers Views about In-service Training Related to Curricular Change. K-12 STEM Education, 1(2), 101-109.
Mercan F. Ç. (2013). Turkish physics teachers’ views about the 2007 physics teaching program and its implementation. Educational Research and Reviews, 8(17), 1559-1573., Doi: 10.5897/ERR2013.1564
Mercan F. Ç.,BUKET YAKMACI GÜZEL,AKARSU FÜSUN (2014). Topics and Trends in Current Science Education Contributions from Science Education Research. Exploring Secondary Students’ Arguments in the Context of Socio-scientific Issues, (Eds)Catherine Bruguière, Andrée Tiberghien, Pierre Clément, Springer, ISBN:978-94-007-7280-9. https://link.springer.com/chapter/10.1007/978-94-007-7281-6_7
Mercan F. Ç. (2014). 2007 Ortaöğretim Kimya Dersi Öğretim Programının İçeriği ve Kurgusuyla İlgili Öğretmen Görüşleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 30, 1-22. https://dergipark.org.tr/tr/pub/maeuefd/issue/19403/206205
AKÇİL ÖZLEM,TOĞROL HATİCE AYŞENUR,Mercan F. Ç.,PÜSKÜLCÜ SEYHUN, TANIRCAN GÜLÜM,BAYKAL ALİ (2014). Yeniden Düzenlenmiş Temel Afet Bilinci Eğitim Programının Okul Dışı Bilim Öğrenme Ortamında Etkililiğinin İncelenmesi. Boğaziçi Üniversitesi Eğitim Dergisi, 31(2), 99-126. https://dergipark.org.tr/en/pub/buje/issue/14781/328413
Mercan, F.Ç. (2022). Türkiye’deki Fizik Öğretmenliği Programlarının 2015 - 2021 Arasındaki Öğrenci Girdi Nitelikleri. 5. Ulusal Fizik Eğitimi Kongresi
Arpacı, Sümeyye, Mercan, F. Ç. , & Arıkan (2021), Serkan. Ülkelerin PISA 2015 Fen Performansı ve BİT Kaynaklarına Ulaşım, BİT Kaynaklarının Kullanımı ve BİT Kaynaklarına Karşı Tutumlar Arasındaki İlişkinin Değişkenliği. EĞİTİMDE ÖLÇME DEĞERLENDİRME UYGULAMALARI ULUSAL KONGRESİ
Mercan, F. Ç. (2020). Science Performance, Extracurricular Activities, Enjoyment And Anxiety: A Study Of Four Countries Using Pisa 2015 Data. 2. Uluslararası Fen, Matematik, Girişimcilik ve Teknoloji Eğitimi Kongresi
Mercan, F. Ç. (2016) Comparing the Effects of Enjoyment on Environmental Awareness and Responsibility across Countries. In J. Lavonen, K. Juuti, J. Lampiselka, A. Uitto, K. Hahl (eds.) Electronic Proceedings of the ESERA 2015 Conference. Science education research: Engaging learners for a sustainable future, pp.1356-1365.
Mercan, F. Ç. (2015) Teacher responses to science content in an externally driven curriculum reform: A perspective from Turkey. 2015 National Association for Research in Science Teaching (NARST) Annual International Conference
Mercan, F. Ç. (2014) Chemistry Teachers’ Implementation of Science Curriculum Reform: A perspective from Turkey. 2014 National Association for Research in Science Teaching (NARST) Annual International Conference, (Kontrol No: 1461052)
Mercan, F. Ç. (2014) Öğretmenlerin 2007 Ortaöğretim Fizik Dersi Öğretim Programının Yapım ve Değişim Süreciyle İlgili Görüşleri. 1. Ulusal Fizik Eğitimi Kongresi
Mercan, F. Ç. (2013). Secondary Physics, Chemistry, and Biology (PCB) Teachers’ Views about In-service Training Related to Curricular Change. THE INTERNATIONAL SCIENCE, MATHEMATICS AND TECHNOLOGY EDUCATION CONFERENCE (ISMTEC)
Mercan, F. Ç. (2013) Physics, chemistry, and biology teachers’ views about intended and enacted curriculum. International Conference Psychology Education, Guidance and Counselling
Mercan, F. Ç. (2012) Secondary school physics teachers’ views about the alignment of the new physics curriculum with instruction and assessment in Turkey. The World Conference on Physics Education
Mercan, F. Ç. (2011). Newton’s laws are not relative: Physics students’ and facultys’ beliefs about knowledge in the context of solving a well-structured problem. 11th International IHPTS and 6th Greek History, Philosophy and Science Teaching Joint Conference, 1, 513-518.
Mercan, F. Ç. (2011). Turkish Secondary School Students Views on Socioscientific Issues: Resolution Requires Action. European Science Education Research Association (ESERA) 2011 Conference, 7, 75-81.
Mercan, F. Ç. (2010). Pre-service teachers’ views on blended learning in the context of a science and mathematics teaching methods course. International Educational Technology Conference 2010 Proceedings Book, 2, 1211-1219.
Mercan, F. Ç. (2009) Epistemological belief types: exploring beliefs about knowledge in the context of solving a well-structured and an ill-structured problem. European Science Education Research Association (ESERA) 2009 Conference