KME789 - INQUIRY BASED CHEMISTRY EDUCATION
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| INQUIRY BASED CHEMISTRY EDUCATION | KME789 | 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 | |||||
| Instructor (s) | Assoc. Prof. Dr. Özge Özyalçın Oskay | |||||
| Course objective | It is aimed to explain theoretical principles of inquiry based learning, to develop inquiry based chemistry teaching applications and to make teaching applications. | |||||
| Learning outcomes |
| |||||
| Course Content | Theoretical principles of inquiry based learning, Examples of inquiry based chemistry teaching applications, Examples of inquiry based chemistry teaching applications in different disciplines, Designing an inquiry based learning example, Teaching a subject designed inquiry based. | |||||
| References | 1. Eleştirel Düşünme ve Disiplinler arası Eleştirel Düşünme Rehberi, Gearld M. Nosich. Anı Yayıncılık. 2. Kritik Düşünce, Richard Paul, Linda Elder, Nobel Yayıncılık. 3. Eğitimcilerde Yansıtıcı Düşünme, Ayşen Bakioğlu, Gülay Dalkılıç, Bahçeşehir Üniversitesi Yayınları. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Theoretical principles of inquiry based chemistry education |
| Week 2 | Intellectual principles of inquiry based chemistry education |
| Week 3 | Common inquiry based chemistry education projects and their effects |
| Week 4 | Common inquiry based chemistry education projects and their effects |
| Week 5 | Inquiry based chemistry education examples and applications |
| Week 6 | Inquiry based chemistry education examples and applications |
| Week 7 | I. Midterm |
| Week 8 | Inquiry based chemistry education examples and applications in different disciplines and their applications. |
| Week 9 | Inquiry based chemistry education examples and applications in different disciplines and their applications. |
| Week 10 | Designing inquiry based chemistry teaching |
| Week 11 | Designing inquiry based chemistry teaching |
| Week 12 | Designing inquiry based chemistry teaching and applications |
| Week 13 | Designing inquiry based chemistry teaching and applications |
| Week 14 | Evaluation of the course |
| 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 | 4 | 15 |
| Presentation | 2 | 25 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 1 | 20 |
| Final exam | 1 | 40 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 5 | 60 |
| Percentage of final exam contributing grade succes | 1 | 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 | 3 | 20 | 60 |
| Project | 1 | 20 | 20 |
| Homework assignment | 6 | 5 | 30 |
| Midterms (Study duration) | 2 | 45 | 90 |
| Final Exam (Study duration) | 1 | 58 | 58 |
| Total Workload | 27 | 151 | 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