FME632 - CONTEXT-BASED CHEMISTRY EDUCATION PRACTICES
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| CONTEXT-BASED CHEMISTRY EDUCATION PRACTICES | FME632 | 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 Project Design/Management | |||||
| Instructor (s) | Instructor | |||||
| Course objective | To inform students on context-based chemistry teaching practices, to eneable students attain skills for designing, performing, processing, finalizing and reporting on context-bases chemistry experiments | |||||
| Learning outcomes |
| |||||
| Course Content | Main points of context-based chemistry teaching Analysis of context-based chemistry experiments done until recently Constructing designing processes of context-based chemistry practices Preparation of materials for context-based chemistry practices, | |||||
| References | http://www.youtube.com/watchv=5dsLdO4bZ68 http://netexperimente.de/chemie/92.html http://www.csiro.au/helix/sciencemail/activities/crystalgarden.html http://www.experimentalchemie.de/versuch-033.htm http://www.csiro.au/helix/sciencemail/activities/Rust.html http://www.csiro.au/helix/sciencemail/activities/hardh2O.html M. Ramsden, How does a context-based approach influence understanding of key chemical ideas at 16+ International Journal of ScienceEducation, 19/6 (1997) 697-710 [Parchmann, I., Gräsel C., Baer A., Nentwig P., Demuth R., Bernd Ralle the ChiK Project Group, 2006, Chemie im kontext: A symbiotic implementation of a context-based teaching and learning approach. International Journal of Science Education, 28(9), 1041-1062 . Kutu, H. (2011). Yaşam temelli arcs öğretim modeliyle 9. sınıf kimya dersi hayatımızda kimya ünitesinin öğretimi. Doktora Tezi, Atatürk Üniversitesi Eğitim Bilimleri Enstitüsü, Erzurum. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Characteristics of context-based chemistry approach |
| Week 2 | Context-based chemistry teaching and its aims |
| Week 3 | General approach to context-based chemistry practices |
| Week 4 | Relating context-based chemistry experiments with chemistry subjects |
| Week 5 | Importance of material preparation in context-based chemistry practices |
| Week 6 | Importance of integrating context-based chemistry teaching practices into certain teaching methods and techniques |
| Week 7 | Midterm |
| Week 8 | Creating alternative materials in context-based chemistry practices |
| Week 9 | Presentation of alternative materials in context-based chemistry practices |
| Week 10 | Context-based chemistry experiment designing studies |
| Week 11 | Presentation of alternative context-based chemistry experiments designed |
| Week 12 | Integrating alternative context-based chemistry experiments and materials into appropriate methods and techniques |
| Week 13 | Security precautions to be taken while working on context-based chemistry experiments |
| Week 14 | Evaluation of materials and experiments created |
| Week 15 | -- |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 14 | 10 |
| Laboratory | 14 | 10 |
| Application | 0 | 0 |
| Field activities | 2 | 10 |
| Specific practical training | 0 | 0 |
| Assignments | 1 | 5 |
| Presentation | 2 | 10 |
| Project | 2 | 10 |
| Seminar | 0 | 0 |
| Midterms | 2 | 15 |
| Final exam | 1 | 30 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 37 | 70 |
| Percentage of final exam contributing grade succes | 1 | 30 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 2 | 28 |
| Laboratory | 14 | 1 | 14 |
| Application | 2 | 4 | 8 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 2 | 10 | 20 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 2 | 15 | 30 |
| Presentation / Seminar Preparation | 2 | 5 | 10 |
| Project | 2 | 30 | 60 |
| Homework assignment | 1 | 10 | 10 |
| Midterms (Study duration) | 2 | 15 | 30 |
| Final Exam (Study duration) | 1 | 30 | 30 |
| Total Workload | 42 | 122 | 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. | X | ||||
| 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. | |||||
| 8. Produces new knowledge by integrating knowledge and skills obtained from his/her expertise field with the other knowledge in different fields. | X | ||||
| 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. | X | ||||
| 12. Assesses relations related to his/her field with critical approach and guides to develop or change these relations. | X | ||||
| 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. | |||||
| 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