KME771 - INTER DISIPLINARY LEARNING IN SCIENCE TEACHING
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| INTER DISIPLINARY LEARNING IN SCIENCE TEACHING | KME771 | Any Semester/Year | 3 | 0 | 3 | 10 |
| Prequisites | - | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Experiment Problem Solving Project Design/Management | |||||
| Instructor (s) | Assoc. Prof. Dr. Canan ALTUNDAÄž | |||||
| Course objective | To inform students on interdisciplinary science learning practices, to eneable students attain skills for designing, performing, processing, finalizing and reporting on Interdisciplinary learning environment. | |||||
| Learning outcomes |
| |||||
| Course Content | The educational contribution of the interdisciplinary approach Interdisciplinary learning environment design. Interdisciplinary science education studies The effects of interdisciplinary approach-based education | |||||
| References | Cone, T.P. Werner, P., Cone, S.L., & Woods, A.M., (1998). Interdisciplinary Teaching Through Physical Education. Champaign, IL: Human Kinetics Publishing. Defila, R.,& Guilio, A. (2002). Interdisziplinaritat in der wissenschaftlichen diskussion und konsequenzen fur die lehrerbildung. In Wellensiek A. und Petermann H. (Eds.), Interdisziplinäres Lehren und Lernen in der Lehrerbildung. Weinheim und Basel): Beltz Verlag. Erickson, H.L. (1995). Stirring the Head, Heart, and Soul (Redefining Curriculum and Instruction), California: Corwin Press, Inc. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | The importance and educational contribution of the interdisciplinary approach |
| Week 2 | An analysis of research related to interdisciplinary approach in education |
| Week 3 | Interdisciplinary teaching approach and investigation of science programs |
| Week 4 | Extracurricular activities |
| Week 5 | Interdisciplinary learning environment design |
| Week 6 | Positive effects of interdisciplinary approach-based education |
| Week 7 | Negative effects of interdisciplinary approach-based education |
| Week 8 | Midterm exam |
| Week 9 | Interdisciplinary science education studies |
| Week 10 | Application of interdisciplinary science education studies |
| Week 11 | Context-based approach in interdisciplinary education |
| Week 12 | The use of technology in interdisciplinary teaching |
| Week 13 | Designing experiments in interdisciplinary science teaching |
| Week 14 | Presentation of the developed interdisciplinary learning environments |
| Week 15 | - |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 1 | 10 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 0 | 0 |
| Presentation | 1 | 20 |
| Project | 1 | 30 |
| Seminar | 0 | 0 |
| Midterms | 0 | 0 |
| Final exam | 1 | 20 |
| Total | 80 | |
| Percentage of semester activities contributing grade succes | 4 | 80 |
| Percentage of final exam contributing grade succes | 1 | 20 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 1 | 10 | 10 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 5 | 20 | 100 |
| Presentation / Seminar Preparation | 1 | 30 | 30 |
| Project | 1 | 30 | 30 |
| Homework assignment | 2 | 15 | 30 |
| Midterms (Study duration) | 1 | 20 | 20 |
| Final Exam (Study duration) | 1 | 38 | 38 |
| Total Workload | 26 | 166 | 300 |
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 to reach new definitions. | X | ||||
| 3. Build complex relations between their field and other disciplines, design new research questions | X | ||||
| 4. Increase their knowledge in the field and obtain original scientific findings. | X | ||||
| 5. Do research in chemistry 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. | 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 | X | ||||
| 9. Participate in interdisciplinary studies independently or in a group to study | X | ||||
| 10. Think creatively and critically in the process of providing solutions and making decisions and they may design new research 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. | X | ||||
| 13. Consider the social and cultural differences in their studies, behave in accordance with scientific and technical ethical values, and providing suggestions | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest