FME771 - SELF REGULATED LEARNING and TEACHING IN MATH. EDU.
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| SELF REGULATED LEARNING and TEACHING IN MATH. EDU. | FME771 | Any Semester/Year | 3 | 0 | 3 | 12 |
| Prequisites | ||||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Discussion Question and Answer Team/Group Work | |||||
| Instructor (s) | ||||||
| Course objective | The purpose of the course is to improve doctoral students? knowledge about theory and research related to self-regulation of learning and teaching in mathematics education. | |||||
| Learning outcomes |
| |||||
| Course Content | Theoretical perspectives and research related to the self-regulated learning and teaching; components of self-regulation; factors that impact the development of self-regulation; assessing self-regulation; contexts that support the development of self-regulated learning and teaching in mathematics education. | |||||
| References | ? Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54, 199-231. ? Husman, J., McCann, E., & Crowson, H. M. (2000). Volitional strategies and future time perspective: Embracing the complexity of dynamic interactions. International Journal of Educational Research, 33, 777?799. ? Kremer-Hayon, L., & Tillema, H. H. (1999). Self-regulated learning in the context of teacher education. Teaching and Teacher Education, 15, 507?522. ? McCaslin, M., & Hickey, D. T. (2001). Self-regulated learning and academic achievement: A Vygotskian view. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 227-252). New Jersey: Lawrence Erlbaum Ass. ? Meyer, D. K. & Turner, J. C. (2002). Using instructional discourse analysis to stuy the scaffolding of student self-regulation. Educational Psychologist, 37 (1), 17-25. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Self-regulation and self-regulated learning |
| Week 2 | Theoretical perspectives on SRL: Social cognitive perspective |
| Week 3 | Theoretical perspectives on SRL: Constructivist Perspectives |
| Week 4 | Theoretical perspectives on SRL: Sociocultural perspectives |
| Week 5 | Cognitive aspects of SRL (cognition, metacognition, strategic learning) |
| Week 6 | Motivational aspects of SRL (self-efficacy, goal-orientations, attributions) |
| Week 7 | Theoretical perspectives on SRL: Volitional aspects |
| Week 8 | Theoretical perspectives on SRL: Phenomenological views |
| Week 9 | Presentations (Literature reviews) |
| Week 10 | Measuring SRL |
| Week 11 | Teacher regulation |
| Week 12 | Regulation of teaching |
| Week 13 | Teacher education and self-regulation |
| Week 14 | Working on research proposals |
| Week 15 | Presentation of research proposals |
| Week 16 | Presentation of research proposals |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 15 | 10 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 2 | 20 |
| Presentation | 0 | 0 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 1 | 30 |
| Final exam | 1 | 40 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 0 | 60 |
| Percentage of final exam contributing grade succes | 0 | 40 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 15 | 3 | 45 |
| 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 | 2 | 40 | 80 |
| Project | 0 | 0 | 0 |
| Homework assignment | 2 | 30 | 60 |
| Midterms (Study duration) | 1 | 75 | 75 |
| Final Exam (Study duration) | 1 | 100 | 100 |
| Total Workload | 21 | 248 | 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