TÜRKÇE
ENGLISH
Information
| Code | FBE713 |
| Name | Cooperative Learning in Science Education: Theory and Practice |
| Term | 2022-2023 Academic Year |
| Term | Spring |
| 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 | Doç. Dr. ÖZGECAN TAŞTAN KIRIK |
| Course Instructor |
1 |
Course Goal / Objective
This course consists of two parts, theoretical and practical. In the theoretical part, the students will comprehend general principles and theoretical base of cooperative learning. In the practical part of this course, the students will make a literature review and design a cooperative learning environment to teach a science concept at grade 5 to 8 level. The aim of this application process is to provide students with a chance to experience cooperative learning in science teaching, investigate the effect of it on some variables and report their study in a scientific research article format. If the study is original, it will be possible to be published. This experience can be considered also as a preliminary experience for the students thesis study.
Course Content
Why do we need cooperative learning, What are the theories that cooperative learning is based on, Basic principles of cooperative learning, Management of noise, attention, time, materials and energy during application, Social skills, Assessment and grading in cooperative learning, Cooperative Learning Methods, Motivation Without Rewards and Competition, Teachers and Students Verbal Behaviours During Cooperative Learning
Course Precondition
none
Resources
Kagan, S., & Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing
Notes
Johnson, D.W. & Johnson, R.T. (1989). Cooperation and competition. Interaction Book Company
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explain the theories that cooperative learning is based on. |
| LO02 | State the basic principles of cooperative learning. |
| LO03 | Recognize the social skills that cooperative learning necessitates and improves. |
| LO04 | Explain the assessment in cooperative learning. |
| LO05 | Explain the management of noise, attention, time, materials and energy in cooperative learning classrooms. |
| LO06 | Recognize the cooperative learning methods. |
| LO07 | Design a cooperative learning environment to teach a science concept at grade 5-8 level and apply the design. |
| LO08 | Evaluate and report the effectiveness of cooperative learning environment designed to teach a science concept at the middle school level. |
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. | |
| PLO03 | Bilgi - Kuramsal, Olgusal | Explains the development and learning theories within the scope of science education. | |
| 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. | 4 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Relate knowledge of science education with information in different fields. | 3 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Apply the theoretical and practical knowledge in the field of expertise | |
| PLO09 | Bilgi - Kuramsal, Olgusal | Criticize the practices related to science education at national and international level. | |
| PLO10 | Bilgi - Kuramsal, Olgusal | Plans and conducts a scientific research. | 5 |
| 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. | 3 |
| 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 | 5 |
| 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. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Informing about the scope of the course , Chapter 2 Why do we need cooperative learning (CL) | Writing the summary of related book chapter | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası |
| 2 | Ch 1: The importance of CL *Ch1: Frequent questions *Ch 3: What Does the Research Say | Writing the summary of related book chapter | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | *Ch 4: Why Does Cooperative Learning Work (Theories supporting CL) | Writing the summary of related book chapter | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | *Ch 2: The difference between CL and small group work *Chapter 3: Structuring co-operative learning experiences in primary school (Robyn M. Gillies) | Writing the summary of related book chapter | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | *Ch 3: The role of the teacher in CL *Ch 12: Teachers and Students Verbal Behaviours During Cooperative Learning (Robin Gillies) | Writing the summary of related book chapter | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 6 | *Ch 5: Seven Keys for Success | Writing the summary of related book chapter | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | *Ch 15: Assessment and Grading | Writing the summary of related book chapter | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | homework | Ölçme Yöntemleri: Ödev, Performans Değerlendirmesi |
| 9 | Cooperative Learning Methods: Student Teams-Achievement Divisions-STAD, Jigsaw, Learning Together, Group Investigation, Team-Game-Tournament | Writing the summary of related book chapter | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | Article: Teachers reflections on cooperative learning: Issues of implementation | Writing the summary of related article | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | Article: Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: A Framework and Research Review | Writing the summary of related article | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası |
| 12 | Article: A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings | Writing the summary of related article | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası |
| 13 | Ch 7: Who gains what from cooperative learning: An overview of eight studies. | Writing the summary of related book chapter | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | Discussing an example science lesson plan of cooperative learning (by making a review of national dissertations) - Deciding which cooperative learning method will be used to teach a science concept, then starting to prepare the lesson plan and the learning materials | Reviewing national theses | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası |
| 15 | Reflections about students CL research experiences | writing the summary of final report | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası |
| 16 | Term Exams | final assignment | Ölçme Yöntemleri: Proje / Tasarım |
| 17 | Term Exams | final assignment | Ölçme Yöntemleri: Proje / Tasarım |
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 | ||