FME708 - DEVELOPING ATTITUDE SCALES IN SCIENCE and MATH.

Course Name Code Semester Theory
(hours/week)		 Application
(hours/week)		 Credit ECTS
DEVELOPING ATTITUDE SCALES IN SCIENCE and MATH. FME708 Any Semester/Year 3 0 3 12
Prequisites-
Course languageTurkish
Course typeElective 
Mode of DeliveryFace-to-Face 
Learning and teaching strategiesLecture
Discussion
Question and Answer
Preparing and/or Presenting Reports
Project Design/Management
 
Instructor (s)Instructor 
Course objectiveConceptualise to formation, and change of human attitudes, relationships between attitudes and the other cognitive-affective elements, describe the measurement of attitudes, improve to a attitude scale. 
Learning outcomes
  1. The participant understands the concepts and principles of learning and teaching theories.
  2. The participant understands new approachs and practices in the behavior developing.
  3. The participant describes human behaviors and attitudes in terms of the formation and change of the different theories.
  4. Participant explains of other similar and different aspects between attitudes and the cognitive and affective structures , their relationships explains and interprets.
  5. Participant understands and implements the stages of the measurement of attitudes.
  6. The participant develops an attitude scale of different statistical ways.
Course Content1. Basic Concepts And Principles Of Learning And Teaching Theories
2. New Approach And Applications To Improve Behavior
3. Attitude Formation And Change
4. Relations Between Attitudes And Cognitive-Affective Elements
5. Measurement Of Attitudes
6. Developing An Attitude Scale In Different Statistical Ways
 
References1. Berck, K. H., (1999). Biologiedidaktik Grundlagen und Methoden, Quelle ud Meyer Verlag GmbH & Co., Wiebelsheim, ISBN 3-494-2250-X.
2. Büyüköztürk, Ş. (2006). Sosyal Bilimler İçin Veri Analizi El Kitabı, ISBN: 975-6802-74-X, Pegem A Yayıncılık, Ankara
3. Eagly A. H. & Chaiken, S. (1993). The Psychology of Attitudes. Harcourt Brace College Publishers, Orlando.
4. Jöreskog, K. G. and Sörbom, D., (1993) Lisrel 8: Structural equation modeling with the simplis command language, Hillsdale, NJ, Lawrence Erlbaum Associates Publishers.
5. Jank W. Meyer, H., (1991). Didaktische Modelle, 5. Auflage, Cornelsen Verlag Scriptor GmbH. Co. KG, Berlin.
6. Kağıtçıbaşı, Ç. (1999). Yeni İnsan ve İnsanlar, Evrim Yayınevi, İstanbul.
7. Kleesattel, W. (Hrsg.), (2006). Fudgrube Biologie, 6. Auflage, Cornelsen Verlag Scriptor GmbH. Co. KG, Berlin.ISBN 13 978-3-589-22186-8.
8. Other related current books and articles 

Course outline weekly

WeeksTopics
Week 1Attitude In Terms Of Learning And Teaching Theories Attitudes From The Perspective Of The New Approaches And Practices To Improve Behavior
Week 2The Concept Of Attitude Basic Components Of Attitudes
Week 3Attitudes From The Perspective Of Different Theories (Eagly-Chaiken)
Week 4Attitudes From The Perspective Of Different Theories (Pety-Cacioppo, Fishbein-Ajzen etc.)
Week 5Attitude Formation And Change
Week 6Midterm Exam
Week 7Relation Of Attitude And Behavior
Week 8Relations Between Attitudes And Other Cognitive-Affective Elements (Motivation, Self-Efficacy, Self Regulatory etc.).
Week 9Approaches To Measuring The Attitude (By Monitoring Behavior, Via Questionnaire etc.).
Week 10Types Of Attitude Scales
Week 11Presentations
Week 12Preparation Of Attitude Scale Items
Week 13Developing An Attitude Scale With Different Statistical Ways (Exploratory Factor Analysis).
Week 14Developing An Attitude Scale With Different Statistical Ways (Confirmatory Factor Analysis).
Week 15-
Week 16Final exam

Assesment methods

Course activitiesNumberPercentage
Attendance00
Laboratory00
Application00
Field activities00
Specific practical training00
Assignments00
Presentation230
Project120
Seminar00
Midterms120
Final exam130
Total100
Percentage of semester activities contributing grade succes470
Percentage of final exam contributing grade succes130
Total100

WORKLOAD AND ECTS CALCULATION

Activities Number Duration (hour) Total Work Load
Course Duration (x14) 14 3 42
Laboratory 0 0 0
Application000
Specific practical training000
Field activities000
Study Hours Out of Class (Preliminary work, reinforcement, ect)10550
Presentation / Seminar Preparation250100
Project15858
Homework assignment000
Midterms (Study duration)16060
Final Exam (Study duration) 15050
Total Workload29226360

Matrix Of The Course Learning Outcomes Versus Program Outcomes

D.9. Key Learning OutcomesContrubition level*
12345
1. develop their advanced theoretical and practical knowledge in the field considering undergraduate and master of science program qualifications.   X 
2. combine the advanced current scientific knowledge and their perspectives related to the field and reach new definitions.    X 
3. build complex relations between their field and other disciplines by using their knowledge and skills and, they may design new research questions.    X
4. increase their knowledge in the field and obtain original scientific findings by integrating analysis, synthesis and evaluation processes into their studies.   X 
5. do research in science and mathematics education and classify the findings in order to do further research. X   
6. use qualitative and quantitative research methods, and design an original research problem in their fields or in other fields. Besides that they may begin studying on the problem.  X   
7. analyze, synthesize and evaluate different ideas critically.    X
8. do research which is sufficiently well qualified to be published both in national and international refereed journals with the help of scientific research methods,. and they may be able to contribute to scientific research in field education.  X   
9. participate in interdisciplinary studies independently or in a group to study on original research problems. X   
10. think creatively and critically in the process of providing solutions and making decisions and they may design new research problems related to the field and develop new methods to solve these problems.  X  
11. develop and use different teaching strategies that increase students? knowledge and skills and make learning and teaching processes be easier.   X  
12. speak a foreign language efficiently and communicate with their colleagues in oral or written form in the environment where subjects related to their fields or other fields take place.     X
13. . consider the social and cultural differences in their studies, behave in accordance with scientific and technical ethical values, and providing suggestions, they may believe that these values take place in national and international platforms permanently.     X

*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest