FME736 - PROCESSES of LEARNING and TEACHING IN PHYSICS EDU.
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| PROCESSES of LEARNING and TEACHING IN PHYSICS EDU. | FME736 | 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 Project Design/Management | |||||
| Instructor (s) | Instructor | |||||
| Course objective | To gain basic information about the teaching and learning methods in physics education, to investigate learning and teaching in physics education in terms of cognitive, affective and meta-cognitive variables. Methods of, new approaches in physics teaching, researching of problem solving methods, discussion of scientific processes (basic, experimental, and so on), concepts, obtaining of and practicing of conceptual systems and concept maps | |||||
| Learning outcomes |
| |||||
| Course Content | Teaching and learning methods in physics education, new teaching and learning approaches in physics education, cognitive, affective and meta-cognitive processes and their effects in teaching and learning physics | |||||
| References | 1.Current internet sources 2.Recent publications 3.Schunk D. (2012) Learning Theories. An Educational perspective. Pearson Education, Inc. Publishing . Boston 4.Sternberg, J. R., (1999). The nature of cognition. Cambridge, Mass. : MIT Press 5.Zohar, A., Dori, Y. J., (2012). Metacognition in Science Education. Trends in Current Research. Springer Verlag. Heidelberg | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Basic concepts related to teaching and learning processes in physics education |
| Week 2 | Cognitive processes in teaching and learning physics |
| Week 3 | Cognitive processes in teaching and learning physics |
| Week 4 | Cognitive processes in teaching and learning physics |
| Week 5 | Teaching and learning methods in physics education |
| Week 6 | New teaching and learning approaches in physics education |
| Week 7 | New teaching and learning approaches in physics education |
| Week 8 | Affective processes in teaching and learning physics |
| Week 9 | Affective processes in teaching and learning physics |
| Week 10 | Affective processes in teaching and learning physics |
| Week 11 | Midterm |
| Week 12 | Meta-Cognitive processes in teaching and learning physics |
| Week 13 | Meta-Cognitive processes in teaching and learning physics |
| Week 14 | Meta-Cognitive processes in teaching and learning physics |
| 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 | 1 | 10 |
| Presentation | 1 | 10 |
| Project | 1 | 20 |
| Seminar | 0 | 0 |
| Midterms | 1 | 20 |
| Final exam | 1 | 40 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 4 | 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 | 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 | 15 | 120 |
| Presentation / Seminar Preparation | 1 | 45 | 45 |
| Project | 1 | 45 | 45 |
| Homework assignment | 0 | 0 | 0 |
| Midterms (Study duration) | 2 | 30 | 60 |
| Final Exam (Study duration) | 1 | 48 | 48 |
| Total Workload | 27 | 186 | 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. | 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