• Qualitative Evaluation
• Content Analysis
• Educational Design Research
• Video Analysis

• Science Education
• Teacher Training
• Socioscientific Issues

I hold a Ph.D. in Elementary Education and have extensive experience utilizing MAXQDA for qualitative data analysis, including transcription, video recordings, interview data, open-ended questionnaires, reflection papers, and participants' written products. Throughout my research projects and academic work, I have effectively employed MAXQDA to analyze written documents and conduct inductive content analysis. Additionally, I have provided one-on-one consultation to colleagues and conducted training programs for academic staff and graduate students, both in-person and online. My expertise lies in utilizing MAXQDA for qualitative studies, and I have a strong command of its report tools for clear data interpretation. As a trainer, I strive to empower individuals with the necessary knowledge and skills to leverage MAXQDA effectively. Joining the professional network of trainers allows me to further enhance my expertise in mixed methods, expand my training capabilities, and contribute to the professional development of researchers in various fields. I am also keen to explore new opportunities for collaboration and exchange within the network. With a background in quantitative data analysis using other software, I aim to continuously improve the quality of my training sessions and remain open to learning from fellow trainers in order to deliver impactful and comprehensive training experiences.

Irmak, M., & Kaldaras, L. (2023). Virtual learning environments. In M. F.Taşar & P. R. L. Heron (Eds.), The International Handbook of Physics Education Research: Teaching Physics (pp. 11-1–11-18) AIP Publishing: Melville, New York.

Irmak, M., & Öztürk, N. (2022). Understanding Preservice Science Teachers’ Views about Engineers and Engineering in an Engineering-Focused STEM Course. European Journal of STEM Education, 7(1), 07.

Irmak, M. (2018). Developing effective socioscientific issues teaching practices through educational design research. [Doctoral dissertation, Middle East Technical University].

Elmas, R., Öztürk, N., Irmak, M., & Cobern, W. W. (2014). An investigation of teacher response to national science curriculum reforms in Turkey. Eurasian J. Phys. & Chem. Educ. 6(1), 2-33.