Ozcan Gulacar

Dr. Gulacar's research group specializes in studying problem-solving methods and enhancing the academic performance of high school and college students in solving problems. By employing both qualitative and quantitative approaches, we delve into the thought processes of problem solvers to grasp how they utilize their knowledge in tackling a variety of challenges. It is crucial to illuminate the interaction between problem-solving performance and the structure of one's knowledge base. Aligned with constructivist theories, knowledge formation occurs through a dynamic interplay between learners' experiences and existing knowledge, evolving into a more organized form as they develop deeper conceptual comprehension. Students' problem-solving competence is intricately linked to their ability to construct and transform knowledge. Understanding this process and its variables is paramount for effectively addressing the factors behind students' struggles and setbacks in problem solving. Recognizing that students' knowledge system is not the sole determinant of their problem-solving proficiency, we also scrutinize the impact of instructional methods, educational technology, cognitive factors, motivation, attitude, and self-efficacy on students' ability to learn and apply knowledge in problem-solving scenarios. Furthermore, drawing from our ongoing and past investigations, we adapt teaching techniques, devise more efficient instructional methods, and create educational materials that cater to the diverse learning styles, needs, and interests of various student populations in secondary schools and colleges, subsequently evaluating their efficacy.

Education, Awards and Professional Highlights

• Fellow, American Association for the Advancement of Science (2024)
• Distinguished Teaching Award for Undergraduate Teaching, UC Davis (2024)
• Alumni Achievement Award, Mallinson Institute for Science Education (2023)
• Plenary talk delivered at the 26th IUPAC ICCE, Cape Town, South Africa (2022)
• College of Letters and Science Teaching Award, UC Davis (2022)
• Promoted to Associate Professor of Teaching (2020)
• Fulbright Specialist Award (2020)
• ACS Committee on Environmental Improvement Award (2019)
• UC Davis Committee on Research Grant Award (2016)
• Appointed to UC Davis faculty (2015)
• Best Paper Award, Clute Institute International Academic Conference (2014)
• University Teaching Effectiveness Award, Western Michigan University (2007)
• Ph.D. Western Michigan University (2007)
• B.A. Uludag University, Turkey (1996)

Representative Publications

• Gondra, N., Suresh, S., Anilao, A., Toy, S., Vernoy, B., Pfile, S.B., Raghavendra, R., Lee., J., Ravi, A., & Gulacar, O. (2024). Analyzing the impact of time spent on practice questions on general chemistry students’ problem-solving performance. Journal of Chemical Education.  
• Derman. A., Gunes, F., Gulacar, O., & Eilks, I. (2023). Using a combination technique for the assessment of students’ cognitive structures on acid-base chemistry. Chemistry Education Research and Practice.
• Gulacar, O., Vernoy, B., Tran, E., Wu, A., Huie, E., Wadhwa, A., Santos, E., Sathe, R., & Milkey, A. (2022). Investigating differences in experts’ chemistry knowledge structures and comparing them to those of general chemistry students. Journal of Chemistry Education, 99(8), 2950-2963.  
• Gulacar, O., Wu, A., Prathikanti, V., Vernoy, B., Kim, H., Bacha, T., Oentoro, T., Reedy, K., Navarrete-Pleitez, M. (2022). Benefits of desirable difficulties: Comparing the influence of mixed practice to that of categorized sets of questions on students’ problem-solving performance in chemistry. Chemistry Education Research and Practice, 23, 422-435. 
• Tribble, E., Skariah, R., Tran, E., & Gulacar, O. (2022). Exploring the effects of a neglected area: The UN Sustainable Development Goals in science education. Journal of College Science Teaching, 51 (3).
• Gulacar, O., Cox, C., and Fynewever, H. (2021). Deconstructing the Problem-Solving Process: Beneath Assigned Points and Beyond Traditional Assessment. In Tsaparlis, G. (Ed.), Problems and Problem Solving in Chemistry Education: Analyzing Data, Looking for Patterns and Making Deductions. 
• Gulacar, O., Zowada, C., Burke, S.*, Nabavizadeh, A.*, Bernardo, A.*, & Eilks, I. (2020). Integration of a socio-scientific issue into general chemistry curriculum: Examining the effects on student motivation and self-efficacy. Sustainable Chemistry and Pharmacy, 15.
• Gulacar, O., Milkey, A.*, & Eilks, I. (2020). Exploring cluster changes in students’ knowledge structures throughout general chemistry. Eurasia Journal of Mathematics, Science and Technology Education, 16(6).
• Gulacar, O., Milkey, A.*, & McLane, S.*, (2019). Exploring the effect of prior knowledge and gender on undergraduate students’ knowledge structures in chemistry.  Eurasia Journal of Mathematics, Science and Technology Education, 15, 8,
• Gulacar, O., Tan, A.*, Cox, C., Bloomquist, J.*, Okechukwu, J.*, & Cao, N.* (2019). Analyzing characteristics of experts in the context of stoichiometric problem solving. Education Sciences, 9(3), 219,
• Zowada, C., Gulacar, O., & Eilks. I. (2019). Innovating undergraduate general chemistry by integrating sustainability-related socio-scientific issues. Action Research and Innovation in Science Education, 1(2), 3-8. doi: 10.12973/arise/100433.
• Zowada, C., Siol, A., Gulacar, O., & Eilks, I. (2019). Phosphate recovery as a topic for practical and interdisciplinary chemistry learning. Journal of Chemical Education.
• Gulacar, O., Zowada, C., & Eilks, I. (2018). Bringing Chemistry Learning Back to Life and Society. In I. Eilks, S. Markic, & B. Ralle (Eds.), Building Bridges Across Disciplines for Transformative Education and a Sustainable Future. Aachen, Germany: Shaker Verlag.
• Ekmekci, A., & Gulacar, O. (2015). A case study for comparing the effectiveness of a computer simulation and a hands-on activity on learning electric circuits. Eurasia Journal of Mathematics, Science, and Technology Education, 11(4), 765-775.
• Gulacar, O., Eilks, I., & Bowman, C.R. (2014). Differences in general cognitive abilities and domain-specific skills of higher- and lower-achieving students in stoichiometry. Journal of Chemical Education, 91 (7), 961-968.
• Gulacar, O., Sinan, O., Bowman, C.R., & Yildirim, Y. (2014). Exploring the changes in students’ understanding of the scientific method using word associations. Research in Science Education, 1-10. doi: 10.1007/s11165-014-9443-9.
• Sahin, A., Gulacar, O., & Stuessy, C. (2014). High School Students’ Perceptions of the Effects of International Science Olympiad on Their STEM Career Aspirations and Twenty-First Century Skill Development. Research in Science Education, 1-21. doi: 10.1007/s11165-014-9439-5
• Gulacar, O., & Bowman, C.R. (2014). Determining what our students need most: Exploring students’ perceptions and comparing difficulty ratings of students and faculty. Chemistry Education Research and Practice, 15 (4), 587-593.
• Bowman, C.R., Gulacar, O., & King, D. B. (2014). Predicting student success via online homework usage.The Journal of Learning Design, 7 (2), 47-61.
• Gulacar, O., Overton, T.L., Bowman, C.R., & Fynewever, F. (2013). A novel code system for revealing sources of students’ difficulties with stoichiometry. Chemistry Education Research and Practice, 14 (4), 507-515.
• Gulacar, O., Damkaci, F., & Bowman, C.R. (2013). A comparative study of an online and a face-to-face chemistry course. Journal of Interactive Online Learning, 12 (1), 27-40