Muhsin Menekse
Assistant Professor
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
Assistant Professor
School of Engineering Education, joint appointment Department of Curriculum & Instruction
Purdue University
- 2012 – 2015
Research Scientist
Learning Research and Development Center
University of Pittsburgh
- 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
Selected Publications
- 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. DOI: 10.1080/08993408.2015.1111645
- Chi, M.T.H., & Menekse, M. (2015). Dialogue patterns 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., Özdemir, G., D’Angelo, C., & Schleigh, S. (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, 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.
