Loyola University Chicago

Department of Chemistry and Biochemistry

Faculty & Staff

Kahveci, Murat

Title/s:  Instructor

Office #:  FH-409

Phone: 773.508.3764

Email:

External Webpage: https://kahveci.pw

Degrees

Ph.D. in Science Education (2005), awarded by Florida State University, Tallahassee, FL
M.S. in Physical Chemistry (2003), awarded by Florida State University, Tallahassee, FL
M.S. in Science Education (2001), awarded by Florida State University, Tallahassee, FL
B.S. in Chemistry Education (1997), awarded by Gazi University, Ankara

Licensure:

Professional Educator License (2018–2024), awarded by Illinois State Board of Education

Research Interests

Dr. Kahveci’s research interests revolve around affective dimensions, psychometric measurements, educational technology, instructional interactivity, and conceptual learning in the field of Chemistry Education Research (CER). His research mainly utilizes quantitative methodologies and advanced inferential statistics

Selected Publications

Books:

  • Kahveci M, & Orgill MK. (Eds.). (2015). Affective dimensions in chemistry education. Berlin Heidelberg: Springer-Verlag. doi: 10.1007/978-3-662-45085-7.
  • Kahveci M. (2015). Majors’ gender-based affective states toward learning physical chemistry. In M Kahveci, & M Orgill (Eds.). Affective dimensions in chemistry education (pp. 297–318). Berlin Heidelberg: Springer-Verlag. doi: 10.1007/978-3-662-45085-7.

Journal Articles:

  • Kahveci A, Kahveci M, Mansour N, & Alarfaj MM. (2018). Exploring science teachers’ affective states: Pedagogical discontentment, self-efficacy, intentions to reform, and their relationships. Research in Science Education, 48(6), 1359–1386.
  • Kahveci M, Kahveci A, Mansour N, & Alarfaj M. (2016). Construct validity and reliability measures of scores from the Science Teachers’ Pedagogical Discontentment (STPD) scale. Eurasia Journal of Mathematics, Science & Technology Education, 12(3), 549-558.
  • Kahveci M, & Imamoglu Y. (2014). Use of technology and attitudes towards technology: An international analysis of the PISA 2003 data. Journal of Research in Education and Society, 1(1), 45-63.
  • Kahveci M, & Imamoglu Y. (2014). Re-analysis of PISA 2003 data about students’ mathematics anxiety, self-efficacy, and motivation. Journal of Research in Education and Society, 1(1), 1-22.
  • Southerland SA, Saka Y, Nadelson L, Kahveci M, Sowell S, & Granger EM. (2012). Measuring one aspect of teachers’ affective states: Development of the science teachers’ pedagogical discontentment scale. School Science and Mathematics, 112(8), 483-494.
  • Kahveci M. (2010). Students’ perceptions to use technology for learning: Measurement integrity of the modified Fennema-Sherman attitudes scales. Turkish Online Journal of Educational Technology, 9(1), 185- 201.
  • Kahveci M, & Imamoglu Y. (2007). Interactive learning in mathematics education: Review of recent literature. Journal of Computers in Mathematics and Science Teaching, 26(2), 137-153.
  • Kahveci M. (2007). An instrument development: Interactivity Survey (IS). Journal of Educational Technology & Society, 10(3), 163-174.
  • Kahveci M. (2006). Instructional interactivity endeavor and Spiral Dynamics. Bogazici University Journal of Education, 20(1), 11-24.
  • Ginn BT, Steinbock B, Kahveci M, & Steinbock O. (2004). Microfluidic devices for the Belousov-Zhabotinsky reaction. Journal of Physical Chemistry A, 108, 1325-1332.

Conference Papers:

  • Kahveci M, & Jin L. (2018). Measuring conceptual understanding on oxygen binding and delivery in a biochemistry course. Paper presented at Biennial Conference on Chemical Education (BCCE). Notre Dame, IN, USA. July 29 – August 2, 2018.
  • Kahveci M, & Jin L. (2017). Alternative assessment method in biochemistry education: Graphical representation of oxygen binding and delivery. Paper presented at DePaul University Teaching and Learning Conference. Workshop. Chicago, IL, USA. May 5, 2017.
  • Kahveci M, & French T. (2017). Integrating learning objects into D2L to promote student learning of difficult scientific concepts. Paper presented at DePaul University Teaching and Learning Conference. Chicago, IL, USA. May 5, 2017.
  • Kahveci M. (2016). Advancing chemistry education research: Dual-Process Theories, Learning Objects and Student Response Systems (Keynote Lecture). Paper presented at the European Conference on Research in Chemical Education (ECRICE), Barcelona. September 7 – 10, 2016.
  • Kahveci M. (2015). An account for Inquiry-Based Science Education through Dual-Process Theories. Paper presented at European Science Education Research Association (ESERA). Helsinki, Finland. August 31 - September 4, 2015.