KME785 - PROCESSES of LEARNING and TEACHING IN CHEMISTRY ED
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| PROCESSES of LEARNING and TEACHING IN CHEMISTRY ED | KME785 | Any Semester/Year | 3 | 0 | 3 | 0 |
| 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) | Prof. Dr. Nilgün Seçken | |||||
| Course objective | To gain basic information about the teaching and learning methods in chemistry education, to investigate learning and teaching in chemistry education in terms of cognitive, affective and meta-cognitive variables. Methods of, new approaches in chemistry 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 chemistry education, new teaching and learning approaches in chemistry education, cognitive, affective and meta-cognitive processes and their effects in teaching and learning chemistry | |||||
| 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 chemistry education |
| Week 2 | Cognitive processes in teaching and learning chemistry |
| Week 3 | Cognitive processes in teaching and learning chemistry |
| Week 4 | Cognitive processes in teaching and learning chemistry |
| Week 5 | Teaching and learning methods in chemistry education |
| Week 6 | New teaching and learning approaches in chemistry education |
| Week 7 | New teaching and learning approaches in chemistry education |
| Week 8 | Affective processes in teaching and learning chemistry |
| Week 9 | Affective processes in teaching and learning chemistry |
| Week 10 | Affective processes in teaching and learning chemistry |
| Week 11 | Midterm |
| Week 12 | Meta-Cognitive processes in teaching and learning chemistry |
| Week 13 | Meta-Cognitive processes in teaching and learning chemistry |
| Week 14 | Meta-Cognitive processes in teaching and learning chemistry |
| 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 | 10 | 80 |
| Presentation / Seminar Preparation | 1 | 35 | 35 |
| Project | 1 | 35 | 35 |
| Homework assignment | 0 | 0 | 0 |
| Midterms (Study duration) | 2 | 30 | 60 |
| Final Exam (Study duration) | 1 | 48 | 48 |
| Total Workload | 27 | 161 | 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