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Kadir Demir

Associate Professor    
Specializations
Reform-based pedagogical practices of K-16 science faculty with an emphasis on organizational and cultural change
Biography

Kadir Demir is an associate professor of science education in the Department of Middle and Secondary Education. He received his Ph.D. from University of Missouri-Columbia in 2006 and currently teaches undergraduate and graduate classes in science education.

Demir’s research focuses on reform-based pedagogical practices of K-16 science faculty with an emphasis on organizational and cultural change in education including the recruitment and retention of secondary science teachers.

Publications

Dunac, P. , & Demir, A. (2013). Stacking up against alternative conceptions: Using UNO cards to introduce discourse and argumentation. Physics Education, 48, 736-745.
Maley, T, Stoll, W., & Demir, A. (2013). Seeing an old optics lab in a new light: Transforming a traditional optics lab into a full guided-inquiry. The Physics Teachers, 51, 368-371.
Demir, A., Czerniak, C. M., & Hart. L. C. (2013). Implementing Japanese lesson study in the higher education context. Journal of College Science Teaching, 42(4), 32-37.
Ellett, C. D., Monsaas, J., Martin-Hansen, L., & Demir, A. (2012). Development and validation of a new measure of faculty assessments of reformed teaching and learning practices. The Journal of General Education, 61, 388-405.
Demir, K., Sutton-Brown, C., & Czerniak, C. M. (2012). Constraints to changing pedagogical practices in higher education: An example from Japanese lesson study. International Journal of Science Education, 34, 1709-1739.
Milner, A. R., Sondergeld, T., Demir, A., Czerniak, C. M., & Johnson, C. C. (2012). Elementary teachers’ beliefs about teaching science and classroom practice: An examination of pre/post NCLB testing in science. Journal of Science Teacher Education, 23(2), 111-132.
Demir, A., & Abell, S. (2010). Views of inquiry: Mismatches between views of science education faculty and students of an alternative certification program. Journal of Research in Science Teaching, 47, 716-741.
Demir, A., Schmidt, F., & Abell, S. (2010). Science from the pond up: Using measurement to introduce inquiry. Journal of College Science Teaching, 39(4), 23-27.
Brown, P., Abell, S., Demir, A., & Schmidt, F. (2006). College science teachers’ views of inquiry. Science Education, 90, 784-802.
Chapters in Books (Refereed):
Demir, A., & Ellett, C. D. (in press). Science teacher self-efficacy beliefs, change processes, and professional development. In C. Czerniak, R. Evans, J. Luft, & C. Pea (Eds.), The role of science teachers’ beliefs in classrooms: International research and implications for policy and educators. Rotterdam, The Netherlands. Sense Publisher.
Demir, A., & Ellett, C. D. (in press). Cross-cultural research and perspectives on epistemology, learning environments, and culture. In C. Czerniak, R. Evans, J. Luft, & C. Pea (Eds.), The role of science teachers’ beliefs in classrooms: International research and implications for policy and educators. Rotterdam, The Netherlands. Sense Publisher.
Demir, A., Czerniak, C. M., Sutton-Brown, C., & Strickler, L. (2011). Case study of a STEM grant’s executive board – Challenges with ownership and initiative. In C. Johnson (Ed.), Turbulence and STEM educational reform. New York: Palgrave.
Koballa, T., & Demir, A. (2010). Making high school science instruction effective. In J. Devitis & L. Irwin-DeVitis (Eds.), Adolescent education: A reader (pp. 243-258). New York. Peter Lang Publishing.