- Reform-based pedagogical practices of K-16 science faculty with an emphasis on organizational and cultural change
Kadir Demir is an assistant professor of science education in the Department of Middle and Secondary Education . He received his Ph.D. from University of Missouri-Columbia in 2006. He teaches undergraduate and graduate classes in science education. His 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.
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.