COURSE UNIT TITLE

: SELECTED SUBJECTS IN CHEMISTRY EDUCATION

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
FMK 5007 SELECTED SUBJECTS IN CHEMISTRY EDUCATION ELECTIVE 3 0 0 7

Offered By

Chemistry Teacher Education

Level of Course Unit

Second Cycle Programmes (Master's Degree)

Course Coordinator

ASSOCIATE PROFESSOR ŞENOL ALPAT

Offered to

Chemistry Teacher Education

Course Objective

This course aims to know misconceptions confronted in chemistry topics and strategies for remediating these misconceptions. In addition, applying the strategies in order to remediate misconceptions of a chemistry topics

Learning Outcomes of the Course Unit

1   Define concept and misconception
2   Comprehend the importance of concept and misconception in chemistry education
3   Know common misconceptions in chemistry topics
4   Understand how the misconceptions remediate
5   Know strategies of remediating misconceptions
6   Apply of active learning for a chemistry topic

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 List of chemistry course topics and associations
2 Factors affecting performance on a chemistry course topic
3 Concept teaching and its importance
4 Misconceptions in chemistry courses
5 Strategies for remediating misconceptions- I
6 Strategies for remediating misconceptions- II
7 Strategies for remediating misconceptions- III
8 Midterm exam
9 Active learning in chemistry topics
10 Applications of active learning models regarding a chemistry topic
11 Applications of active learning models regarding a chemistry topic
12 Applications of active learning models regarding a chemistry topic
13 Assessment of the develop materials-I
14 Assessment of the develop materials-II
15 Final Exam

Recomended or Required Reading

Basic source: Taber, K. (2002) Chemical Misconceptions (Part 1): Prevention, Diagnosis, and Cure Royal Society of Chemistry.
References: Llewellyn, D. (2004). Teaching High School Science Through Inquiry: A Case Study Approach. Corwin Pres
Keely, P., Eberle, F., Farrin, L., and Olliver, L. (2008). Uncovering Students Ideas in Science, Vol 1, 2 and 3, NSTA Pres.

Planned Learning Activities and Teaching Methods

Lecture, cooperative learning method, computer assisted teaching method

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTEG MIDTERM GRADE
2 ASG ASSIGNMENT
3 FCG FINAL COURSE GRADE
4 FCG FINAL COURSE GRADE MTEG * 0.30 +ASG* 0.10 + FCG* 0.60
5 RST RESIT
6 FCGR FINAL COURSE GRADE MTEG * 0.30 + ASG * 0.10 + RST * 0.60


*** Resit Exam is Not Administered in Institutions Where Resit is not Applicable.

Further Notes About Assessment Methods

None

Assessment Criteria

To be announced.

Language of Instruction

Turkish

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

senol.alpat@deu.edu.tr

Office Hours

Thutsday between 11-12 hours

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 13 3 39
Preparation for midterm exam 1 10 10
Preparation for final exam 1 10 10
Preparing assignments 3 20 60
Preparing presentations 3 10 30
Preparations before/after weekly lectures 13 2 26
Final 1 2 2
Midterm 1 3 3
TOTAL WORKLOAD (hours) 180

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14PO.15
LO.155
LO.2355
LO.3533
LO.453322242
LO.5533
LO.655

CONTACT INFORMATION
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Phone: +90(232) 412 12 12 - Fax: +90 (232) 464 81 35

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