FME614 - INVESTIGATION of THE CHEMISTRY EDUCATION LITERATUR
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| INVESTIGATION of THE CHEMISTRY EDUCATION LITERATUR | FME614 | Any Semester/Year | 3 | 0 | 3 | 8 |
| Prequisites | - | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Preparing and/or Presenting Reports Project Design/Management | |||||
| Instructor (s) | Instructor | |||||
| Course objective | To investigate main issues and trends in chemistry education in relation with learning and teaching methods, teacher education, students difficulties and affective characteristics | |||||
| Learning outcomes |
| |||||
| Course Content | Main issues and trends in chemistry education literature, learning and teaching methods in chemistry education, factors that should be taken into account in teacher education and affective characteristics that effect chemistry achievement | |||||
| References | Recent publications and current internet sources. Abell S. K. & Lederman N. G. (Eds) (2007). Handbook of Research on Science Education. New Jersey: Lawrence Erlbaum Associates Publisher. (Q181.H149 2007) Fraser, B. J. & Tobin, K. G. (Eds) (2003).International Handbook of Science Education, Dordrecht: Kluwer Academic Publishing Vol: I, II. (Q181, 16557, 2003) Gabel, D. (Ed.) (1994). Handbook of Research on Science Teaching and Learning, New York: Macmillan Publishing Co. (Q181.A1 H35) | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Chemistry education and hot topics |
| Week 2 | Chemistry teaching and learning methods in literature |
| Week 3 | Chemistry teaching and learning methods in literature |
| Week 4 | Teacher Education |
| Week 5 | Teacher Education |
| Week 6 | Teacher Education |
| Week 7 | Students difficulties in chemistry education |
| Week 8 | Students difficulties in chemistry education |
| Week 9 | Midterm |
| Week 10 | Affective Characteristics in chemistry education |
| Week 11 | Affective Characteristics in chemistry education |
| Week 12 | Affective Characteristics in chemistry education |
| Week 13 | Presentation and discussion of students projects |
| Week 14 | Presentation and discussion of students projects |
| Week 15 | -- |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 0 | 0 |
| Presentation | 1 | 20 |
| Project | 1 | 20 |
| Seminar | 0 | 0 |
| Midterms | 1 | 20 |
| Final exam | 1 | 40 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 4 | 60 |
| Percentage of final exam contributing grade succes | 1 | 40 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 8 | 10 | 80 |
| Presentation / Seminar Preparation | 1 | 20 | 20 |
| Project | 1 | 30 | 30 |
| Homework assignment | 1 | 10 | 10 |
| Midterms (Study duration) | 1 | 30 | 30 |
| Final Exam (Study duration) | 1 | 28 | 28 |
| Total Workload | 27 | 131 | 240 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Has expert level of theoretical and practical knowledge in science and mathematics fields by adhering secondary science and mathematics education undergraduate programs' competencies | X | ||||
| 2. Has high level of knowledge in scientific research methods and techniques. | X | ||||
| 3. As an individual who has science expertise in the education of secondary science and mathematics develops his/her knowledge and examines broadly these knowledge. | |||||
| 4. Discusses the relationship between his/her field and other disciplines. | |||||
| 5. Uses and develops expert level of theoretical and practical knowledge in fields of science and mathematics education. | X | ||||
| 6. Proposes by using qualitative and quantitative research methods. | X | ||||
| 7. Uses advantage of advance technology in studies related to his/her field. | X | ||||
| 8. Produces new knowledge by integrating knowledge and skills obtained from his/her expertise field with the other knowledge in different fields. | |||||
| 9. Constructs a problem within its framework with specific plan, develops solutions and evaluate the results which as a result of solution. | X | ||||
| 10. Develops new approaches for solving of encountered issues related to field education and produces solution by taking responsibility. | X | ||||
| 11. As an individual, who believes in lifelong learning, evaluates his/her knowledge in the field critically. | |||||
| 12. Assesses relations related to his/her field with critical approach and guides to develop or change these relations. | |||||
| 13. Makes verbal or written communications with colleagues in academic environments by using a foreign language effectively. | |||||
| 14. Shares knowledge related to developments and studies in his/her field with different groups as verbal and written at the national or international level. | X | ||||
| 15. In field researches, controls and teaches social, scientific and ethical values in the process of data collection, interpretation and dissemination. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest