Meeting educational objectives in the affective and cognitive domains: Personal and social constructivist perspectives on enjoyment, motivation and learning chemistry.- Evaluating the Affective Dimension in Chemistry Education.- Getting involved: Context- based learning in chemistry education.- Gender Perspective on Affective Dimensions of Chemistry Learning.- Intuitions about Science, Technology and Nature – A Fruitful Approach to Understand Judgments about Socio-Scientific Issues.- Implementing Inquiry-based Science Education to Foster Emotional Engagement of Special Needs Students.- Affect and meeting the needs of the gifted chemistry learner: providing intellectual challenge to engage students in enjoyable learning.- It’s the situation that matters - Affective involvement in context-oriented learning tasks.- Gathering psychometric evidence for ASCIV2 to support cross-cultural attitudinal studies for college chemistry programs .- Secondary School Students’ Chemistry Self-Efficacy: Its Importance, Measurement, and Sources.- Second Year College Students’ Scientific Attitudes and Creative Thinking Ability: Influence of a Problem-Based Learning (PBL) Chemistry Laboratory Course.- Neuroscience Engagement: The Influences of Chemistry Education on Affective Dimensions.- Evaluating Drawings to Explore Chemistry Teachers` Pedagogical Attitudes.- Chemistry Teachers` Attitudes and Needs when Dealing with Linguistic Heterogeneity in the Classroom.- Majors’ Gender-Based Affective States toward Learning Physical Chemistry.
Dr. Murat Kahveci / Canakkale Onsekiz Mart University, Turkey, mkahveci@comu.edu.tr
Dr. MaryKay Orgill / University of Nevada, Las Vegas, USA, marykay.orgill@unlv.edu
Murat Kahveci is an Associate Professor of Chemistry
Education at Canakkale Onsekiz Mart University, who has dual
master’s degrees both in physical chemistry and science education,
and a doctor of philosophy degree in science education, awarded by
the Florida State University. Since 2005, he taught various
education and chemistry courses at higher education. In 2007, while
holding a Senior Researcher position at the University of Chicago,
he got the chance of developing his skills on large-scale science
education projects and writing grant proposals to leading funding
agencies in the U.S., such as National Science Foundation and
Institute of Education Sciences. He was appointed by the European
Commission (EU) in years 2008, 2009, and 2010 as an expert for
reviewing the specific calls for IBSE under FP7 Science-in-Society
Program. In 2012, he was invited to Brussels to attend a workshop
as an expert about the future options of the
Science-in-Society Program and their expected impacts. He is the
author of “Shared perceptions of professors about instructional
interactivity” published by VDM Verlag Dr. Müller, Saarbrücken,
Germany. Since Summer 2011, he has been serving as the Associate
Editor of Electronic Journal of Science Education.
Dr. MaryKay Orgill is an Associate Professor of Chemistry at the
University of Nevada, Las Vegas (USA). After a high school teacher
told her that girls couldn’t “do chemistry,” she entered Brigham
Young University as a chemistry major (B.S. 1995). She was
surprised to find that she actually liked chemistry—and loved
teaching it; so she enrolled in a graduate program at Purdue
University to study both biochemistry (M.S. 1999) and chemical
education (Ph.D. 2003). She continued to pursue both interests as a
first-year faculty member with a joint appointment in biochemistry
and science education at the University of Missouri-Columbia.
During that year, she took on the extra challenge (and incredible
learning experience) of teaching a high school chemistry class. In
2004, she moved to UNLV, where her research focuses on using
qualitative methods to examine students’ understandings of
chemistry and biochemistry concepts (for example, students’
understandings of buffers or of protein translation). Since her
arrival at UNLV, Dr. Orgill has delivered professional development
courses designed to increase the science and mathematics content
knowledge of local primary and secondary teachers. In recent years,
she has also become involved with faculty professional development,
as both the international advisor for the Australian Advancing
Science by Enhancing Learning in the Laboratory (ASELL) project and
as the principal investigator of the corresponding
chemistry-focused project in the USA.
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