Physical chemistry education and learning objects

Kahveci M (2015)

This study examines the **affective states of chemistry majors** (junior/senior level) in a **Physical Chemistry II (PChem II)** course, using students’ self-reflections via an online survey (including demographics, **RTOP** (Reformed Teaching Observation Protocol) and **mFSMAS** (Modified Fennema-Sherman Mathematics Attitudes Scales)). The RTOP scores, as rated by students, described the PChem II class as **traditional, lecture-based instruction**. Key findings include: * Neither female nor male students perceived themselves as being **disadvantaged** in learning PChem II topics. * A significant correlation was found between the composite scores of **RTOP and mFSMAS**, suggesting that the use of **inquiry-based teaching strategies** correlates to more **positive student affective states**. * The dominance of lecturing in the specific course examined led to only low to moderate positive attitudes toward the course.

Source: In M Kahveci & M Orgill (Eds.). Affective dimensions in chemistry education (pp. 297–318). Berlin Heidelberg: Springer-Verlag.

Kahveci M (2015)

This presentation provides an introduction to the **Moodle Learning Management System (LMS)** and the use of **learning objects**. The primary focus is on the **teacher interface**, demonstrating how to create a new course and organize various activities within it. The session introduces the concept of learning objects and includes a practical, hands-on demonstration of how they can be effectively **integrated and utilized within the Moodle environment**. This workshop aims to equip educators with the skills to leverage Moodle and its resources to enhance their course design and delivery.

Source: Paper presented at the Association of Private Schools Society in Turkey. [Workshop]. Kaya Plazzo Hotel, Antalya, Turkey. January 28 - 31, 2015.

Kahveci M (2015)

This seminar explores the critical relationship between **affective and cognitive domains** in education, framed within **Dual-Process Theories**. It argues that education's prioritization of the cognitive domain (e.g., objective problem-solving) often fails to support students with low **motivation or interest**, who require specific instructional support. This issue is compounded by a significant **gender gap**, with female students less frequently choosing science and engineering fields. The presentation discusses Dual-Process Theories, which posit that the affective domain operates quickly and influences the slower cognitive domain. Consequently, the importance of **interactive learning** is highlighted. The abstract suggests that interactive learning can be delivered individually using educational technology. Specifically, the potential benefits of online systems like **Derspektif** are examined, focusing on their ability to provide both mental and **positive emotional experiences** for students.

Source: Paper presented at the Association of Private Schools Society in Turkey. Kaya Plazzo Hotel, Antalya, Turkey. January 28 - 31, 2015.

Kahveci M (2014)

This symposium explores the **affective dimensions in chemistry education**, specifically focusing on the role of **educational technology and learning objects**. The paper presented, titled *Reflecting on dual-process theories in chemistry education*, investigates how **dual-process theories** can provide a framework for understanding and addressing affective factors—such as **motivation, self-efficacy, and anxiety**—that influence student learning and engagement with chemistry. The study suggests that by integrating educational technology into the learning process, educators can create more effective instructional environments that cater to both **cognitive and emotional aspects** of learning. The use of learning objects and other technological tools is explored as a means to improve student attitudes and conceptual understanding in complex chemistry topics.

Source: Paper presented at the Biennial Conference on Chemical Education (BCCE). [Symposium]. Grand Valley State University, Allendale, MI, U.S.A. August 3 - 7, 2014.

Kahveci M (2013)

This study investigates the conceptual understanding of **phase diagrams** among third-year university chemistry students. The primary objectives were to determine comprehension levels, identify common **misconceptions**, and examine the influence of gender on understanding. A new two-stage concept test, referencing the Atkins Physical Chemistry textbook, was developed and administered to 51 students. Results indicate that a high number of students possess significant misconceptions, particularly concerning the graphical interpretation of **liquid-vapor equilibrium** and the distinction between **ideal and real gases**. Confusion also existed regarding the relationship between external pressure and boiling point, and chemical potential and volume. The findings suggest that traditional teaching methods are inadequate for these advanced concepts. The research concludes by advocating for the integration of **active learning** opportunities and educational technologies, such as **learning objects**, to facilitate a deeper and more accurate understanding of complex concepts like phase diagrams.

Source: Paper presented at the National Chemistry Education Conference (UKEK). Karadeniz Technical University, Trabzon, Turkey. September 5 - 7, 2013.

Kahveci M (2013)

This study reports on the development, reliability, and validity of a newly designed **two-tier instrument** to measure chemistry students' conceptual understanding of **phase diagrams**, a topic taught in Physical Chemistry II for chemistry majors. The instrument was developed based on the Turkish translation of Atkins' Physical Chemistry textbook, following the two-tier development procedure (Treagust, 1988). It consists of **13 multiple-choice questions** and 13 corresponding reason questions, resulting in 26 question-reason sets. A pilot study with 51 third-year chemistry students revealed a **low number of correct answers** based on conceptual knowledge (only counting correct answer + correct reason). The percentage of correct responses ranged from 8% to 54%, with an average score of **32%** and a median of 31%. This study contributes a validated instrument for assessing advanced physical chemistry concepts, which are currently limited in the literature.

Source: Paper presented at the National Chemistry Education Conference (UKEK). Karadeniz Technical University, Trabzon, Turkey. September 5 - 7, 2013.

Kahveci M (2012)

The **PChemLO project** is a collaborative effort between Chemistry Education and Physical Chemistry divisions. The main objectives are to **develop learning objects** based on **inquiry-based teaching principles** and investigate student attitudes and motivation in utilizing them. The project specifically investigates male and female students’ affective dimensions when using these online materials to learn advanced chemistry topics like physical chemistry. It is hypothesized that the implementation of technology into inquiry-based science education may **diminish gender differences** in learning science content and using technology. This poster presents the method to develop and implement the learning objects in a physical chemistry course, along with a discussion of benefits and disadvantages from a gender differences perspective based on relevant literature.

Source: Paper presented at the 21st Symposium on Chemical and Science Education. [Poster]. TU Dortmund University, Dortmund, Germany. May 17-19, 2012.

Kahveci M (2012)

The **affective domain** refers to feelings-based constructs such as attitudes, values, beliefs, opinions, interests, and motivation. Unlike cognitive dimensions, affective dimensions in science education have received less attention, primarily due to the long-held assumption that science is reason-driven and separate from individual feelings. This symposium will host research and theoretical papers related to the **affective dimensions in Chemistry Education** across all grade levels and age groups. Particular attention will be paid to issues such as **gender differences, ethnic, and cultural varieties** from teaching, learning, and research standpoints. The paper argues that while the reason-driven assumption may hold in research laboratories, it is less valid when teaching science to a broader audience, especially at early ages.

Source: Paper presented at the Biennial Conference on Chemical Education (BCCE). [Symposium]. Pennsylvania State University, University Park, PA, USA. July 29 - August 2, 2012.

Kahveci M (2012)

This presentation includes the preliminary findings of the ongoing **PChemLO project**, a collaboration between the Divisions of Chemistry Education and Physical Chemistry. The main objectives are: (a) to **develop learning objects**, and (b) to investigate **student attitudes and motivation** to utilize these learning objects for advanced chemistry topics, specifically physical chemistry. All learning objects are designed based on the principles of **Inquiry-Based Science Education (IBSE)**, with an emphasis on integrating educational technology to support self-study. The Moodle LMS system was used for deployment, allowing for tracking of student interactions. The presentation focuses on the initial findings regarding the development of the learning objects and their effect on student learning, particularly investigating learner attitudes and other **affective dimensions (as covariates)** with respect to **knowledge gain (as dependent variable)**.

Source: Paper presented at the Biennial Conference on Chemical Education (BCCE). Pennsylvania State University, University Park, PA, USA. July 29 - August 2, 2012.

Kahveci M (2012)

This concept paper, aligned with the symposium theme, focuses on various **latent affective constructs** in chemistry education research, such as **intuition, motivation, and self-perception**. The paper notes that affective dimensions have received less attention than cognitive ones in science/chemistry education research. This disparity is often attributed to the assumption that "the nature of science" is primarily **reason-driven** and separate from individual feelings. The author argues that while this assumption may hold true in research laboratories, it is less valid when teaching science broadly, including at early ages. This paper aims to present a **synthesis of the respective research on affective dimensions** in the science and chemistry education context, highlighting areas for future investigation.

Source: Paper presented at the Biennial Conference on Chemical Education (BCCE). Pennsylvania State University, University Park, PA, USA. July 29 - August 2, 2012.