Affective Dimensions in Chemistry Education

- Affective dimensions in chemistry education: Much left for future research

- Research designs and theoretical frameworks for examining the affective dimensions of chemistry education

- Meeting educational objectives in the affective and cognitive domains: Personal and social constructivist perspectives on enjoyment, motivation and learning chemistry

- The role of intuition in chemistry education

- Body talk in chemistry education

- I believe I can teach: Why don't you?- Physical chemistry education and learning objects (PChemLO): Affective aspects of implementation

- Adjusting teaching practice to the affective dimensions of chemistry learning

- Getting involved: Context based learning in chemistry education. Theoretical considerations and empirical findings

- Civic engagement as an affective objective: A chemistry capstone course in research ethics and the societal impacts of chemistry

- Tracking attitudinal change in chemistry with the Colorado Learning Attitudes about Science Survey

- Characteristics of pedagogy content knowledge that affects change in science teachers understanding of chemistry concept

- Chemistry teachers` attitudes and needs towards dealing with linguistic heterogeneity in their classroom

- Drawings of classroom situations as a tool to explore chemistry teachers' pedagogical attitudes

- Gathering psychometric evidence for ASCIv2 to support cross-cultural attitudinal comparisons for college chemistry programs

- Influence of PBL on students' attitude and self-efficacy towards chemistry

- Supplemental instruction and self-efficacy in Gen Chem students

Dr. Murat Kahveci / Canakkale Onsekiz Mart University, Turkey, mkahveci@comu.edu.tr ; Dr. MaryKay Orgill / University of Nevada, Las Vegas, USA, marykay.orgill@unlv.edu

Murat Kahveci  is an Associate Professor of Chemistry Education at Canakkale Onsekiz Mart University, who has dual

master's degrees both in physical chemistry and science education, and a doctor of philosophy degree in science

education, awarded by the Florida State University. Since 2005, he taught various education and chemistry courses at

higher education. In 2007, while holding a Senior Researcher position at the University of Chicago, he got the chance of

developing his skills on large-scale science education projects and writing grant proposals to leading funding agencies in

the U.S., such as National Science Foundation and Institute of Education Sciences. He was appointed by the European

Commission (EU) in years 2008, 2009, and 2010 as an expert for reviewing the specific calls for IBSE under FP7 Sciencein-

Society Program. In 2012, he was invited to Brussels to attend a workshop as an expert about the future options of the

Science in Society Program and their expected impacts. He is the author of "Shared perceptions of professors about

instructional interactivity" published by VDM Verlag Dr. Müller, Saarbrücken, Germany. Since Summer 2011, he has been

serving as the Associate Editor of Electronic Journal of Science Education.

Dr. MaryKay Orgill is an Associate Professor of Chemistry at the University of Nevada, Las Vegas (USA). After a high

school teacher told her that girls couldn't "do chemistry," she entered Brigham Young University as a chemistry major

(B.S. 1995). She was surprised to find that she actually liked chemistry-and loved teaching it; so she enrolled in a

graduate program at Purdue University to study both biochemistry (M.S. 1999) and chemical education (Ph.D. 2003). She

continued to pursue both interests as a first-year faculty