Ajda Yilmaz

Kahveci A, Kahveci M, Mansour N, Alarfaj MM (2018)

This study explored the constructs of **pedagogical discontentment**, **science teaching self-efficacy**, and **intentions to reform**, and their correlations, among science teachers. It aimed to provide empirical evidence for a previously proposed theoretical model by focusing on a new context: **Saudi Arabia** (N=994 teachers). The Arabic versions of the Science Teachers' Pedagogical Discontentment scale, the Science Teaching Efficacy Beliefs Instrument, and the Intentions to Reform Science Teaching scale were developed and rigorously cross-culturally validated. Findings suggest that teacher characteristics (age, professional development attendance) affect these affective states. Notably, teachers who attended a relatively higher number of professional development programs exhibited a **lower level of intentions to reform**, raising concerns about the efficacy of current programs. Furthermore, some findings regarding the interrelationships among the three constructs challenge and expand the previously proposed theoretical model.

Source: Res. Sci. Educ., 48(6): 1359–1386.

Kahveci M, Kahveci A, Mansour N, Alarfaj MM (2016)

The Science Teachers’ Pedagogical Discontentment (STPD) scale, originally developed in the U.S. and culturally rooted, had not been conclusively established internationally. This study aims to extend the **construct validity and reliability measures of STPD scores to the international scale**, specifically examining its measurement integrity in the **Saudi Arabia context**. The scale items were slightly tailored to align with country-based regulations, reforms, and the everyday practices of local science teachers. The report investigates **item-based descriptive statistics**, the measure’s **factor structure** (as compared to previous validity studies), and **factor-based reliability scores**. This research confirms the appropriateness of the instrument to measure teacher attitudes toward **inquiry-based science education** initiatives in diverse international settings.

Source: Eurasia J. Math. Sci. Technol. Educ., 12(3): 549-558.

Kahveci M, Kahveci A, Mansour N, Alarfaj MM (2015)

The Science Teachers’ Pedagogical Discontentment (STPD) scale, originally developed in the United States, is culturally rooted, limiting its generalizability. This study addresses the need to conclusively establish the **measurement integrity of STPD scores internationally**, specifically within the context of **Saudi Arabia**. The scale items were slightly tailored to suit country-based regulations, reforms, and professional development practices. The report investigates item-based descriptive statistics, the measure’s **factor structure** (as opposed to its former validity studies), and **factor-based reliability scores**. This study thus extends the validity and reliability measures of the instrument to the international scale, confirming its appropriateness to measure teacher attitudes towards **inquiry-based science education** initiatives in diverse settings.

Source: Paper presented at the National Association for Research in Science Teaching International Conference (NARST). Chicago, IL, USA. April 11 - 14, 2015.

Kahveci A, Kahveci M (2004)

Educational technologies have provided opportunities for better teaching and learning environments in chemistry. The difficulties of teaching large classes with the resulting limitations of face-to-face interaction between instructor and students have been long-term problems for chemistry teaching in college freshman chemistry classes. However, with the enhancement of technologies (e.g. World Wide Web (WWW), interactive compact disk technology, e-mail communications, etc.) at lower and lower costs, and by the use of these instructional technologies especially in high populated (over 150 students) freshman chemistry classes, overall interactivity necessary for viable knowledge construction increases. In this article, the theoretical significance of a technology enhanced General Chemistry course at a Southeastern University in the U.S. is discussed in terms of its various curricular elements in the frame of instructional interactivity.

Source: Paper presented at the Society for Information Technology and Teacher Education (SITE). Atlanta, USA. March 1 - 6, 2004.

Kahveci M, Kahveci A (2004)

Interactivity is perceived as a vital component of education to increase the quality of individuals’ learning in the fields of science, mathematics, and engineering. An increasing body of research indicates that female students are especially underrepresented in those fields. In this paper, we investigate the interactivity of female students with their instructors in the courses of science, mathematics, and engineering. Surveying high level of interactivity would indicate the female students’ sustained interest and success in favor of those underrepresented fields.

Source: Paper presented at the Society for Information Technology and Teacher Education (SITE). Atlanta, USA. March 1 - 6, 2004.