Science EducationCurriculum and Instruction
- Ph.D. — Curriculum and Instruction, specialization in Science Education, Arizona State University
- M.A. — Educational Psychology, specialization in Measurement and Statistics, Arizona State University
- M.S. — Physics, specialization in Teaching, Bogazici University
- B.S. — Physics, specialization in Teaching, Bogazici University
- 2015 – Present
School of Engineering Education, joint appointment Department of Curriculum & Instruction
- 2012 – 2015
Learning Research and Development Center
University of Pittsburgh
- Recipient of the Seed for Success Excellence in Research Awards at Purdue University (This award recognizes the recipients of a $1 million or more external research funding in each academic year.) (2017 – 2019)
- Recipient of the William Elgin Wickenden Award of the American Society for Engineering Education. (This award recognizes the author of the best journal article published in the Journal of Engineering Education, selected by the editorial board.) (2014)
- Recipient of the American Association for the Advancement of Science (AAAS) scholarship to attend the Understanding and Using Next Generation Science Learning Goals workshop in Washington, DC. (2014)
- Recipient of the William Elgin Wickenden Award of the American Society for Engineering Education (2014)
- Joint Appointment with College of Engineering, Purdue University
- Student cognition and learning of engineering and science concepts
- Verbal interactions that enhance productive discussions in collaborative learning settings
- Metacognition and its implications for learning
- Technology enhanced learning environments
- Menekse, M. (2019). The reflection-informed learning and instruction to improve students’ academic success in undergraduate classrooms. The Journal of Experimental Education, DOI: 10.1080/00220973.2019.1620159
- Menekse, M.*, Purzer S., & Heo, D. (2019). An investigation of verbal episodes that relate to individual and team performance in engineering student teams. International Journal of STEM Education. DOI: 10.1186/s40594-019-0160-9
- Anwar, S., Bascou, N. A., Menekse, M., & Kardgar, A. (2019). A systematic review of studies on educational robotics. Journal of Pre-College Engineering Education Research (J-PEER): Vol. 9: Iss. 2, Article 2. https://doi.org/10.7771/2157-9288.1223
- Menekse, M. & Chi, M. T. H. (2018). The role of collaborative interactions versus individual construction on students’ learning of engineering concepts. European Journal of Engineering Education, DOI: 10.1080/03043797.2018.1538324
- Menekse M., Anwar S., Purzer S. (2018). Self-Efficacy and mobile learning technologies: A case study of CourseMIRROR. In: Hodges C. (eds) Self-Efficacy in Instructional Technology Contexts. Springer, Cham. DOI: https://doi.org/10.1007/978-3-319-99858-9_4
- Heo, D., Anwar, S., & Menekse, M. (2018). The relationship between engineering students’ achievement goals, reflection behaviors, and learning outcomes. International Journal of Engineering Education, 34(5), 1634-1643.
- Menekse, M., Higashi, R., Schunn, C., & Baehr, E. (2017). The role of robotics teams’ collaboration quality on team performance in a robotics tournament. Journal of Engineering Education, 106(4), 564-584. doi: 10.1002/jee.20178
- Streveler, R. & Menekse, M. (2017). Taking a closer look at active learning. Journal of Engineering Education, 106(2), 186-190. doi: 10.1002/jee.20160
- Menekse, M., & Purzer, S. (2016). The effects of verbal interactions on individual and team performance in engineering design. In proceedings of the 2016 ASEE Annual Conference, New Orleans, Louisiana. 10.18260/p.26149
- Bascou, N. A., & Menekse, M. (2016). Robotics in K-12 Formal and Informal Learning Environments: A Review of Literature. In proceedings of the 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26119
- Menekse, M. (2015). Computer science teacher professional development in the United States: a review of studies published between 2004 and 2014. Computer Science Education, 25(4), 325-350. doi: 10.1080/08993408.2015.1111645
- Chi, M. T. H., & Menekse, M. (2015). Dialogue patterns in peer collaboration that promote learning. In L. B. Resnick, C. Asterhan, S. N. Clarke (Eds.), Socializing Intelligence through Talk and Dialogue. (Ch. 21, pp. 263-274). Washington DC: AERA.
- Schleigh, S., Clark, D. B., & Menekse, M. (2015). Constructed-response as an alternative to interviews in conceptual change studies: Students’ explanations of force. The International Journal of Education in Mathematics, Science and Technology, 3(1), 14-36.
- Menekse, M., Schunn, C., Higashi, R., & Baehr, E. (2015). An investigation of the relationship between K-8 Robotics teams’ collaborative behaviors and their performance in a robotics tournament. In Frontiers in Education Conference (FIE), 2015. 32614 2015. IEEE (pp. 1-5). IEEE.
- Luo, W., Fan, X., Menekse, M., Wang, J. & Litman, D. (2015). Enhancing instructor-student and student-student interactions with mobile interfaces and summarization. In Proceedings of the 2015 Conference of the North American Chapter of the Association for Computational Linguistics – Human Language Technologies Demonstration Session, Denver, CO.
- Fan, X., Luo, W., Menekse, M., Litman, D., & Wang, J. (2015). CourseMIRROR: Enhancing large classroom instructor-student interactions via mobile interfaces and natural language processing. In ACM Computer-Human Interaction Extended Abstracts on Human Factors in Computing Systems, Atlanta, GA.
- Clark, D. B., Menekse, M., Ozdemir, G., & D’Angelo, C. (2014). Exploring sources of variation in studies of knowledge structure coherence: Comparing force meanings and force meaning consistency across two Turkish cities. Science Education, 98(1), 143-181. doi: 10.1002/sce.21094
- Menekse, M., Stump, G., Krause, S., & Chi, M.T.H. (2013). Differentiated overt learning activities for effective instruction in engineering classrooms. Journal of Engineering Education, 102(3), 346-374. doi: 10.1002/jee.20021
- Menekse, M., Stump, G., Krause, S., & Chi, M.T.H. (2013). Beyond hands on: Some active learning methods are more effective than others. ASEE Prism Magazine, November 2013, 45.
- Jeong, A., Clark, D. B., Sampson, V. D., & Menekse, M. (2011). Sequential analysis of scientific argumentation in asynchronous online discussion environments. In S. Puntambekar, G. Erkens & C. Hmelo-Silver (Eds.), Analyzing Interactions in CSCL: Methodology, Approaches and Issues (Vol. 12, pp. 207-233). Netherlands, Springer.
- Clark, D. B., Sampson, V. D., Stegmann, K., Marttunen, M., Kollar, I., Janssen, J., Weinberger, A., Menekse, M., Erkens, G., & Laurinen, L. (2010). Online learning environments, scientific argumentation, and 21st century skills. B. Ertl (Ed.). E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments (Ch. 1, pp. 1-40). Hershey, PA: Information Science Reference.
- Clark, D. B., D’Angelo, C. M., & Menekse, M. (2009). Initial structuring of online discussions to improve learning and argumentation: Incorporating students’ own explanations as seed comments versus an augmented-preset approach to seeding discussions. Journal of Science Education and Technology, 18(4), 321-333.
- Clark, D., Stegmann, K., Weinberger, A., & Menekse, M., & Erkens, G. (2007). Technology-enhanced learning environments to support students’ argumentation. In S. Erduran & M.P. Jimenez Aleixandre (Eds), Argumentation in Science Education: Perspectives from Classroom-Based Research (pp. 217-243). Netherlands, Springer.