FME712 - AFFECTIVE VARIABLES IN SCIENCE and MATH. EDUCATION
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| AFFECTIVE VARIABLES IN SCIENCE and MATH. EDUCATION | FME712 | 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 Problem Solving Project Design/Management | |||||
| Instructor (s) | Instructor | |||||
| Course objective | Analyzing the importance and effects of Affective Variables in Science and Math Teaching | |||||
| Learning outcomes |
| |||||
| Course Content | Affective variables, Effects of affective variables on teaching and learning process, Importance of affective variables in teaching and learning environments, Differences among cognitive, behavioral and affective variables, Affective field characteristics for Science and Math teaching, Research outcomes on affective variables, | |||||
| References | 1. Cüceloğlu, D.(1997). İnsan ve davranışı. İstanbul: Remzi Kitapevi. 2. Kuzgun, Y. & Deryakulu, D. (2004). Eğitimde bireysel farklılıklar. Ankara: Nobel Yayıncılık. 3. Özgüven, İ. E. (1998). Bireyi tanıma teknikleri. Ankara: Pdrem Yayınları. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Introduction to Affective Variables in Science and Math Education |
| Week 2 | Cognitive and affective variables of individuals |
| Week 3 | Cognitive, affective and behavioral elements |
| Week 4 | Affective differences and their reflections in education seminar I |
| Week 5 | Affective differences and their reflections in education seminar II |
| Week 6 | Importance of affective variables in teaching and learning environments |
| Week 7 | Affective field characteristics in Science and Math Teaching |
| Week 8 | Midterm exam |
| Week 9 | Personality traits and affective differences |
| Week 10 | Affective characteristics such as self-competence perception, inspection focus and academic ego |
| Week 11 | Attitude, motivation and anxiety |
| Week 12 | Research presentations on affective characteristics |
| Week 13 | Research presentations on affective characteristics |
| Week 14 | Research presentations on affective characteristics |
| 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 | 5 | 10 |
| Presentation | 3 | 10 |
| Project | 2 | 10 |
| Seminar | 2 | 10 |
| Midterms | 1 | 20 |
| Final exam | 1 | 40 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 13 | 60 |
| Percentage of final exam contributing grade succes | 10 | 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) | 0 | 0 | 0 |
| Presentation / Seminar Preparation | 5 | 20 | 100 |
| Project | 2 | 35 | 70 |
| Homework assignment | 5 | 10 | 50 |
| Midterms (Study duration) | 1 | 40 | 40 |
| Final Exam (Study duration) | 1 | 48 | 48 |
| Total Workload | 28 | 156 | 350 |
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. | X | ||||
| 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. | X | ||||
| 7. analyze, synthesize and evaluate different ideas critically. | |||||
| 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. | |||||
| 11. develop and use different teaching strategies that increase students' knowledge and skills and make learning and teaching processes be easier. | |||||
| 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. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest