Kadir Demir
Professor - Science Education Middle and Secondary Education- Specializations
Reform-based pedagogical practices of K-16 science faculty with an emphasis on organizational and cultural change
- Biography
Kadir Demir is a professor in 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
Sample Publications:
Demir, K., & Qureshi, A., (2019). Pakistani science teachers’ experiences of professional development: A phenomenological case study. Journal of Science Teacher Education. https://doi.org/10.1080/1046560X.2019.1607707
Gul, T., Demir, K., & Criswell, B. (2019). Constructing teacher leadership through mentoring: functionality of mentoring practices in evolving teacher leadership. Journal of Science Teacher Education, 30, 209-228.
Wade, K., Demir, K., & Qureshi, A. (2018). Modeling strategies enhanced by metacognitive tools in high school physics to support student conceptual trajectories and understanding of electricity. Science Education, 102, 711-743.
Demir, K., Wade, K., & Qureshi, A. (2017). Reasoning from models: Using metacognitive modeling in the physics classroom. The Science Teacher, 84(6), 37-42.
Demir, K. (2016). Un-cooking A traditional DNA extraction laboratory: From a scientific practices perspective. The American Biology Teacher, 78, 582-590.
Ellett, C., Demir, K., & Monsaas, J. (2015). Science and mathematics faculty responses to a policy-based initiative: Change processes, self-efficacy beliefs, and department culture. Innovative Higher Education, 40(2), 127-141.
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.
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.