Information Package / Course Catalogue
| Course Code | : SÖ253 |
| Course Type | : Required |
| Couse Group | : First Cycle (Bachelor's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 0 |
| Prt. | : 2 |
| Credit | : 1 |
| Lab | : 0 |
| ECTS | : 3 |
Achieving theoretical knowledge and practical knowledge about inquiry based learning, developing the ability to design and adapt inquiry-based activities in various instructional settings, to be aware of the nature of science and the nature of scientific argumentation, and to integrate this awareness with the practical activities.
The importance and purpose of the laboratory in science education: teaching the history of lab, place of lab in Science and Technology curriculum. Scientific method and scientific process skills: experimental varieties, experimental design and development, the scientific process and how they acquired skills. Measurement and error: reliability, validity, sources of error, the error calculations. Experiment worksheets and test reports: types of work sheets.
| Lec. Arzu TANIŞ ÖZÇELİK |
| 1. | To be able to learn how to plan and how to implement the scientific investigation to build science concepts |
| 2. | To be able to learn the principles of scientist through hands on learning |
| 3. | To be able to improve their cooperative and communication skills through participating in group work |
| 4. | To be able to improve required content and pedagogical content knowledge and skills to implement practical work in science lesson |
| 5. | Improve observation and classification skills |
| 1. | Ayas, A., Çepni, S. ve Akdeniz, A. R. (1994). Fen Bilimleri Eğitiminde Laboratuvarın Yeri ve Önemi-II. Çağdaş Eğitim, 205, 7-11. |
| 2. | Bilen, K. (2009). “Tahmin Et-Gözle-Açıkla” Yöntemine Dayalı Laboratuvar Uygulamalarının Öğretmen Adaylarının Kavramsal Başarılarına, Bilimsel Süreç Becerilerine, Tutumlarına ve Bilimin Doğası Hakkındaki Görüşlerine Etkisi”. Yayınlanmamış doktora tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü. |
| 3. | Ergin, Ö., Şahin-Pekmez, E. ve Öngel-Erdal, S. Ö. (2005). Kuramdan Uygulamaya Deney Yoluyla Fen Öğretimi. İzmir: Kanyılmaz Matbaası. |
| 4. | Feyzioğlu, B., Demirdağ, B., Ateş, A., Çobanoğlu, İ. ve Altun, E. (2011). Kimya Öğretmenlerinin Laboratuvar Uygulamalarına Yönelik Algıları: İzmir İli Örneği. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 11 (2), 1005-1029. |
| 5. | Gott, R. & Duggan, S. (2003). Understanding and using scientific evidence: how to critically evaluate data. London: Sage. |
| 6. | Herron, M. D. (1971). The nature of scientific inquiry. School Review, 79 (2), 171-212. |
| 7. | Johnstone, H. A. & Al-Shuaili, A. (2001). Learning in the laboratory; some thoughts from the literature. University Chemistry Education, 5 (42), 42-51. |
| 8. | Lazarowitz, R. & Tamir, P. (1994). Research on using laboratory instruction in science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 94-130). New York: Macmillan. |
| 9. | Yıldız, E., Akpınar, E., Aydoğdu, B. ve Ergin. Ö. (2006). Fen Bilgisi Öğretmenlerinin Fen Deneylerinin Amaçlarına Yönelik Tutumları. Türk Fen Eğitimi Dergisi, 3 (2), 2-18. |
| Type of Assessment | Count | Percent |
|---|---|---|
| Midterm Examination | 1 | %40 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Assignment | 3 | 0 | 1 | 3 |
| Laboratory | 14 | 2 | 2 | 56 |
| Midterm Examination | 1 | 6 | 1 | 7 |
| Final Examination | 1 | 8 | 1 | 9 |
| TOTAL WORKLOAD (hours) | 75 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | |
OÇ-1 | 4 | 5 | ||||||||
OÇ-2 | 4 | 4 | 5 | |||||||
OÇ-3 | 4 | 3 | 5 | 4 | 5 | 3 | ||||
OÇ-4 | 5 | 4 | 4 | 3 | 3 | 3 | 3 | |||
OÇ-5 | 5 | 3 | 3 | 3 | ||||||