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Information
| Code | FBE729 |
| Name | Interdisciplinary Entagration and Reflection of Science Technology Engineering and Mathematics Education (BilTeMM) |
| Term | 2022-2023 Academic Year |
| Semester | . Semester |
| 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 |
Course Goal / Objective
The aim of this course is to provide an environment for graduate students in order to understand the interdisciplinary process of science, technology, engineering and mathematics education. In addition, the course aims; to provide students with the knowledge, skills and awareness to use STEM integration in educatio
Course Content
What is STEM and what it is not, analysis of studies in the field of STEM education in national and international context
Course Precondition
none
Resources
Li, Y.(2018). Pedegogcal content knowledge in STEM. Springer: USA
Notes
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | to understand what is STEM education, |
| LO02 | to understand the history of STEM education in the world and Turkey, |
| LO03 | to know the features that need attention in STEM educatio |
| LO04 | to know how to prepare and implement a sample activity in STEM education |
| LO05 | to know and implement the methods and techniques that can be implemented in STEM education process. |
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 | |
| PLO02 | Bilgi - Kuramsal, Olgusal | Has basic knowledge and skills related to Science Education. | 3 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Explains the development and learning theories within the scope of science education. | 4 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Describes instructional strategies, methods and techniques on the level of expertise on the basis of undergraduate qualifications. | 4 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Explains the interaction between disciplines related to the field. | 5 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Explains the knowledge in the subject areas of science education at the level of expertise. | 3 |
| 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 | 4 |
| PLO09 | Bilgi - Kuramsal, Olgusal | Criticize the practices related to science education at national and international level. | 5 |
| 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. | |
| 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 | |
| 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 | |
| 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. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | General information about the course and its content | read related section | Öğretim Yöntemleri: Tartışma |
| 2 | What are we talking about when we talk about STEM education? A review of literatüre | reading related section | Öğretim Yöntemleri: Tartışma |
| 3 | What are we talking about when we talk about STEM education? A review of literatüre-ıı | reading related section | Öğretim Yöntemleri: Tartışma |
| 4 | Advancing integrated STEM learning through engineering design: Sixth-grade students’ design and construction of earthquake resistant buildings | reading related section | Öğretim Yöntemleri: Tartışma |
| 5 | Advancing integrated STEM learning through engineering design: Sixth-grade students’ design and construction of earthquake resistant buildings -ıı | reading related section | Öğretim Yöntemleri: Tartışma |
| 6 | The Effects of STEM Education on the Students’ Critical Thinking Skills and STEM Perceptions | reading related section | Öğretim Yöntemleri: Soru-Cevap, Anlatım |
| 7 | mid term exam | .. | Ölçme Yöntemleri: Ödev |
| 8 | Moving STEM Beyond Schools: Students’ Perceptions about an Out-of School STEM Education Program | reading related section | Öğretim Yöntemleri: Tartışma |
| 9 | Moving STEM Beyond Schools: Students’ Perceptions about an Out-of School STEM Education Program-ıı | reading related section | Öğretim Yöntemleri: Tartışma |
| 10 | Inquiring into the Nature of STEM Problems | reading related section | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 11 | Inquiring into the Nature of STEM Problems-ıı | reading related section | Öğretim Yöntemleri: Tartışma |
| 12 | STEM Learning through Engineering Design: Impact on Middle Secondary Students’ Interest towards STEM | reading related section | Öğretim Yöntemleri: Tartışma |
| 13 | Design and Design Thinking in STEM Education | reading related section | Öğretim Yöntemleri: Tartışma |
| 14 | Design and Design Thinking in STEM Education-ıı | reading related section | Öğretim Yöntemleri: Tartışma |
| 15 | STEM Education Teaching approach: Inquiry from the Context Based | reading related section | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 16 | exam | .. | Ölçme Yöntemleri: Ödev |
| 17 | exam -ıı | .. | Ölçme Yöntemleri: Performans Değerlendirmesi |
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 | ||