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Information
| Unit | INSTITUTE OF SOCIAL SCIENCES |
| SCIENCE TEACHING (MASTER) (WITH THESIS) | |
| Code | FBE705 |
| Name | Current Issues in Science Education |
| Term | 2018-2019 Academic Year |
| Term | Fall |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. ÖZGECAN KIRIK |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
In this course, graduate students who are planning to study in Science Education, will examine the theoretical basis and current reseach studies about the issues in science education. At the end of the course, it is aimed that the students have decided their thesis subjects.
Course Content
Each week, students will read and summarize the book section on one of the research topics in science education and submit their summaries as a report. 1 or 2 students are expected to make a class discussion on the topic. At the end of the semester, they will prepare a theoretical framework and a literature review and submit it as a final paper. Topics covered in this course are: : Student Conceptions and Conceptual Learning in Science, Attitudinal and Motivational Constructs in Science Learning, Learning Science Outside of School, Gender Issues in Science Education Research, Environmental Education, Science Literacy, Inquiry as an Organizing Theme for Science Curricula, Nature of Science: Past, Present, and Future , Classroom Assessment of Science Learning, Socioscientific Issues, Interdisiplinary Science Teaching, STEM, Argumantation.
Course Precondition
Resources
Notes
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Define conceptual change approach. |
| LO02 | Notice the importance of alternative conceptions in science education. |
| LO03 | Explain the constructs of science teachers attitudes and beliefs and their influence. |
| LO04 | State the impact of out-of-school activities on the knowledge, skill, understanding, appreciation, and judgment of people. |
| LO05 | Discuss the influence of gender on the development of historical and sociocultural aspects of science education. |
| LO06 | Discuss the research studies about environmental education. |
| LO07 | Question the necessity of teaching nature of science. |
| LO08 | Discuss the role of socioscientific issues to teach argumentation skills. |
| LO09 | Question the importance of integrated STEM approach in science teaching. |
| LO10 | Describe the argumentation models in science education. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Define and apply scientific research and analysis methods used in science | 3 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Has basic knowledge and skills related to Science Education. | |
| PLO03 | Bilgi - Kuramsal, Olgusal | Explains the development and learning theories within the scope of science education. | 5 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Describes instructional strategies, methods and techniques on the level of expertise on the basis of undergraduate qualifications. | 5 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Explains the interaction between disciplines related to the field. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Explains the knowledge in the subject areas of science education at the level of expertise. | 5 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Relate knowledge of science education with information in different fields. | 4 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Apply the theoretical and practical knowledge in the field of expertise | 5 |
| PLO09 | Bilgi - Kuramsal, Olgusal | Criticize the practices related to science education at national and international level. | 4 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Plans and conducts a scientific research. | |
| PLO11 | Bilgi - Kuramsal, Olgusal | Apply teaching methods and techniques on the basis of undergraduate qualifications. | |
| PLO12 | Bilgi - Kuramsal, Olgusal | Manages a study that requires expertise in the field independently. | |
| PLO13 | Bilgi - Kuramsal, Olgusal | Makes teamwork or leadership in situations that require resolution of problems related to the field. | |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | Questions scientific and social issues with new perspectives. | 5 |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | Carries out studies in the field of lifelong learning. | |
| PLO16 | Beceriler - Bilişsel, Uygulamalı | Follow technological developments. | |
| PLO17 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Provides a scientific study in the field of science education, supported by qualitative and quantitative data, in writing, orally and visually, to experts or non-specialists. | |
| PLO18 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Uses information and communication technologies effectively | 4 |
| PLO19 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Use the languages of the European language portfolio to understand the information in the field and to communicate verbally and in writing | 4 |
| PLO20 | Yetkinlikler - Öğrenme Yetkinliği | Acts in accordance with social, scientific, cultural and ethical values when conducting a scientific research or project or interpreting a study. | 5 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Informing about the scope of the course, Chapter 2: Student Conceptions and Conceptual Learning in Science | None | |
| 2 | Chapter 4: Attitudinal and Motivational Constructs in Science Learning | Reading related chapter from the textbook | |
| 3 | Chapter 6: Learning Science Outside of School | Reading related chapter from the textbook | |
| 4 | Gender Issues in Science Education Research | Reading related chapter from the textbook | |
| 5 | Chapter 24: Environmental Education | Reading related chapter from the textbook | |
| 6 | Chapter 25: Scientific Literacy/Science Literacy | Reading related chapter from the textbook | |
| 7 | Chapter 27: Inquiry as an Organizing Theme for Science Curricula | Reading related chapter from the textbook | |
| 8 | Mid-Term Exam | None | |
| 9 | Chapter 28: Nature of Science: Past, Present, and Future | Reading related chapter from the textbook, writing final report | |
| 10 | Chapter 32: Classroom Assessment of Science Learning | Reading related chapter from the textbook, writing final report | |
| 11 | Socioscientific Issues | Reading related chapter from the textbook, writing final report | |
| 12 | Chapter 19: Interdisciplinary Science Teaching | Reading related chapter from the textbook, writing final report | |
| 13 | STEM Education | Reading related chapter from the textbook, writing final report | |
| 14 | Argumantation in Secience Education | Reading related chapter from the textbook, writing final report | |
| 15 | Chapter 35: Science Teacher Attitudes and Beliefs | Reading related chapter from the textbook, writing final report | |
| 16 | Term Exams | writing final report | |
| 17 | Term Exams | writing final report, submitting final report |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 157 | ||
| Total Workload / 25 (h) | 6,28 | ||
| ECTS | 6 ECTS | ||