FME709 - ENVIRONMENTAL EDUCATION IN BIOLOGY INSTRUCTION
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| ENVIRONMENTAL EDUCATION IN BIOLOGY INSTRUCTION | FME709 | Any Semester/Year | 3 | 0 | 3 | 12 |
| Prequisites | - | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer | |||||
| Instructor (s) | Instructor | |||||
| Course objective | To inform students about basic terms in environmental science from different perspectives and to interpret environmental events. | |||||
| Learning outcomes |
| |||||
| Course Content | Addressing various aspects of environmental science, environmental pollutants and types of variations: control of pollutants, environmental legislation, environmental organizations and environmental education, the importance of environment aleducation methods. | |||||
| References | 1. Akman, Y. (2000). Çevre Kirliliği (Çevre Biyolojisi), Palme Yayıncılık, Ankara, 2. Bozyiğit, R., Karaaslan, T. (1998). Çevre Bilgisi. Nobel Yayın Dağıtım, Ankara. 3. Gündüz, T. (1998). Çevre Sorunları. Gazi Kitabevi, Ankara. 4. Karpuz, M. (1996). Çevre Kirlenmesi ve Kontrolü. Kubbealtı Neşriyatı. İstanbul. 5. Kiziroğlu,İ. ( 2001). Ekolojik Potpuri. Tekav Yayınevi, Ankara, 397 S. 6. Odum, P.E. (1999). Ökologie, Grundlagen, Standorte, Anwendung. ThiemeVerlag. Stuttgart, Newyork. 7. Yıldız, K., Sipahioğlu, Ş., Yıldız, M. (2000). Çevre Bilimi. Gündüz Eğitim ve Yayıncılık, Ankara. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Environmental concept. Living and non-living components of environment. |
| Week 2 | Environmental concept: Historical development of environmental science |
| Week 3 | Water pollution |
| Week 4 | Water pollution |
| Week 5 | Air pollution |
| Week 6 | Midterm exam |
| Week 7 | Air pollution |
| Week 8 | Soil polution |
| Week 9 | Noise pollution |
| Week 10 | Biological diversity and situation in Turkey: Flora and Fauna |
| Week 11 | Midterm exam |
| Week 12 | Establishments related to environmental science and their activities |
| Week 13 | Environmental education |
| Week 14 | Sustainable development and environment |
| Week 15 | Environmental legislation |
| 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 | 0 | 0 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 2 | 50 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 2 | 50 |
| Percentage of final exam contributing grade succes | 1 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 4 | 56 |
| 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) | 0 | 0 | 0 |
| Presentation / Seminar Preparation | 2 | 30 | 60 |
| Project | 2 | 40 | 80 |
| Homework assignment | 2 | 30 | 60 |
| Midterms (Study duration) | 2 | 40 | 80 |
| Final Exam (Study duration) | 1 | 24 | 24 |
| Total Workload | 23 | 168 | 360 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 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. | |||||
| 4. increase their knowledge in the field and obtain original scientific findings by integrating analysis, synthesis and evaluation processes into their studies. | |||||
| 5. do research in science and mathematics education and classify the findings in order to do further research. | |||||
| 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. | |||||
| 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. | |||||
| 9. participate in interdisciplinary studies independently or in a group to study on original research problems. | |||||
| 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. | |||||
| 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. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest