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    Affective dimensions in chemistry education
    (Springer Berlin Heidelberg, 2015) Kahveci, Murat; Orgill, MaryKay
    This is a unique resource for those wishing to address the affective domain as they research and solve problems in chemistry education. Contributions by world-leading experts cover both fundamental considerations and practical case studies. This work fills a gap in the literature of chemistry education, which so far has focussed mainly on the cognitive domain. The affective domain refers to feelings-based constructs such as attitudes, values, beliefs, opinions, emotions, interests, motivation, and a degree of acceptance or rejection. It can affect students interest in science topics and their motivation to persevere in learning science concepts. © Springer-Verlag Berlin Heidelberg 2015.
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    Construct Validity and Reliability Measures of Scores from the Science Teachers' Pedagogical Discontentment (STPD) Scale
    (Eurasia, 2016) Kahveci, Murat; Kahveci, Ajda; Mansour, Nasser; Alarfaj, Maher Mohammed
    The Science Teachers' Pedagogical Discontentment (STPD) scale has formerly been developed in the United States and used since 2006. Based on the perceptions of selected teachers, the scale is deeply rooted in the cultural and national standards. Given these limitations, the measurement integrity of its scores has not yet been conclusively established internationally, such as in the Saudi Arabia context. The items of the scale are slightly tailored to make the instrument suitable in the specific context, such as with respect to country-based regulations, reforms, and everyday practices of science teachers and their professional development initiatives. Item-based descriptive statistics, the measure's factor structure as opposed to its former validity studies, and factor-based reliability scores are investigated in the present report. Thus, this study extends the validity and reliability measures of the instrument to the international scale and further confirms its appropriateness to measure teacher attitudes towards inquiry-based science education initiatives.
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    Majors’ gender-based affective states toward learning physical chemistry
    (Springer Berlin Heidelberg, 2015) Kahveci, Murat
    This study examines the affective states of students who are chemistry majors at the junior and senior levels, in the context of a Physical Chemistry II (PChem II) course. The study relies on students' self-reflections while they respond to an online survey system. The online survey includes three sections: Demographics, Reformed Teaching Observation Protocol (RTOP), and Modified Fennema-Sherman Mathematics Attitudes Scales (mFSMAS). The RTOP instrument is used by the students to describe the teaching in the PChem II class. The mFSMAS was chosen to measure attitudes from the gender differences point of view. Internal consistency analyses indicate that the instruments are reliable. The findings reveal that females do not perceive themselves as being disadvantaged when it comes to learning PChem II topics. The same conclusion is valid for their male counterparts. In addition, RTOP, as rated by students, describes the nature of the PChem II as traditional, lecture-based instruction. A significant correlation coefficient between the composite scores of RTOP and mFSMAS indicates that the use of inquiry-based teaching strategies correlates to positive student affective states toward learning physical chemistry. Accordingly, in the case of the specific PChem II course examined in this study, the dominance of lecturing led to low to moderate positive attitudes toward the course. © Springer-Verlag Berlin Heidelberg 2015.
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    Measuring One Aspect of Teachers' Affective States: Development of the Science Teachers' Pedagogical Discontentment Scale
    (Wiley, 2012) Southerland, Sherry A.; Nadelson, Louis; Sowell, Scot; Saka, Yavuz; Kahveci, Murat; Granger, Ellen M.
    The aim of this research is to describe the development of the Science Teachers' Pedagogical Discontentment Scale, an instrument that measures the discontentment that arises in teachers as they recognize a mismatch between their own pedagogical beliefs and goals and their actual classroom practices. From a conceptual change perspective, we explore the meaning of pedagogical discontentment and discuss its role in shaping teachers' receptivity to messages of reform. We present an instrument that can be used to measure teachers' pedagogical discontentment, an instrument that will allow science educators to better describe the affective states of teachers as they enter professional development experiences. The items for the initial instrument were derived from a series of interviews with practicing teachers; from these interviews, a group of 42 items were designed around a group of five subscales. The final instrument, revised after two rounds of field testing, includes 21 multiple-choice items clustered around six subscales (subscales derived from interviews with science teachers). The processes used to develop the items and to refine instrument are discussed. Uses for this instrument to inform professional development experiences are explored as well as implications.
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    Students' perceptions to use technology for learning: Measurement integrity of the modified Fennema-Sherman attitudes scales
    (2010) Kahveci, Murat
    The purpose of this study was in two-fold: (1) to provide the evidence for the reliability of the modified Fennema-Sherman Mathematics Attitude Scales (FSMAS), as translated to Turkish language and transformed to the educational technology context, and (2) to investigate high school students' motivation to use technology for learning by a comparative analysis with respect to varying personal characteristics such as gender, grade level, content area of interest (i.e. science and mathematics, mathematics and social science), and previous experience in using technology for learning. The modified version of FSMAS was administered to 9th-12th grade students at a gifted boarding high school in Istanbul, Turkey. The FSMAS instrument was highly reliable (Cronbach-?, from.942 to.777). The factor analysis showed that there were eight different thematic categories among the items. Overall, findings indicated that students had positive attitudes towards the use of technology for learning, regardless of their various personal characteristics such as gender, age, grade level, previous experience, and content area of interest. In addition, students at lower grades tended to have more satisfaction in using technology compared to the higher graders. Interestingly, more experienced students were less confident in using technology compared to less experienced students. Although female students did not have a negative attitude towards the use computers for learning, they felt less confident in using technology compared to male students. Finally, students good at science and mathematics were more positive about their ability to use technology as compared to their social science counterparts. © The Turkish Online Journal of Educational Technology.
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    STUDENTS' PERCEPTIONS TO USE TECHNOLOGY FOR LEARNING: MEASUREMENT INTEGRITY OF THE MODIFIED FENNEMA-SHERMAN ATTITUDES SCALES
    (Turkish Online Journal Educational Tech-Tojet, 2010) Kahveci, Murat
    The purpose of this study was in two-fold: (1) to provide the evidence for the reliability of the modified Fennema-Sherman Mathematics Attitude Scales (FSMAS), as translated to Turkish language and transformed to the educational technology context, and (2) to investigate high school students' motivation to use technology for learning by a comparative analysis with respect to varying personal characteristics such as gender, grade level, content area of interest (i. e. science and mathematics, mathematics and social science), and previous experience in using technology for learning. The modified version of FSMAS was administered to 9(th)-12(th) grade students at a gifted boarding high school in Istanbul, Turkey. The FSMAS instrument was highly reliable (Cronbach-alpha, from .942 to .777). The factor analysis showed that there were eight different thematic categories among the items. Overall, findings indicated that students had positive attitudes towards the use of technology for learning, regardless of their various personal characteristics such as gender, age, grade level, previous experience, and content area of interest. In addition, students at lower grades tended to have more satisfaction in using technology compared to the higher graders. Interestingly, more experienced students were less confident in using technology compared to less experienced students. Although female students did not have a negative attitude towards the use computers for learning, they felt less confident in using technology compared to male students. Finally, students good at science and mathematics were more positive about their ability to use technology as compared to their social science counterparts.