COURSE UNIT TITLE

: MODEL BASED SCIENCE EDUCATION

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
IFE 5034 MODEL BASED SCIENCE EDUCATION ELECTIVE 2 0 0 9

Offered By

Science Teacher Education

Level of Course Unit

Second Cycle Programmes (Master's Degree)

Course Coordinator

PROFESSOR MEHMET ŞAHIN

Offered to

Science Teacher Education

Course Objective

This course is aimed at making transition from model user to model producer.

Learning Outcomes of the Course Unit

1   Understanding the place and importance of models in science teaching.
2   Understanding the fundamental elements of modeling.
3   Being able to model a given event, object or process.
4   Classifiying models.
5   Knowing about the advantages and disadvantages of modeling.
6   Desigining model based learning environments.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 What is Model in Science Education The place and importance of modelling.
2 Classification of Models
3 Model based Learning and Model centred Teaching Paradigms
4 Modeling: Analogical reasoning
5 Modeling: Structural Mapping
6 Modeling: Causal Diyagrams
7 Modeling Cycles: Applications
8 Mid-term exam
9 Designing Model based Learning Environments
10 Designing Model based Learning Environments
11 Moddeling and Model Usage according to Age
12 Tha advantages and disadvantages of Model based Science Education
13 Developing the modeling skills of science teachers
14 Students works
15 Final Exam

Recomended or Required Reading

Halloun, I. A. (2004). Modeling Theory in Science Education. Kluwer Academic Publishers
Gentner, D. & Steven, A. (1983), Mental Models , Hillside, Newjersey.
Gilbert, J. K; Boulter, C. J. (2000) Developing Models in Science Education. Kluwer Academic Publishers
Clement, J. (2000). Model Based Learning As A Key Research Area For Science Education. International Journal Of Science Education, 22(9), 1041-1053.
Gobert, J. D.; Buckley, B. C. (2000). .Introduction to Model-Based Teaching and Learning in Science Education. International Journal Of Science Education, 22,9,891-894.
Johnson-Laird, P. N. (1983) Mental Models. Cambridge University Press.
Seel, N. M. (2003). Model-Centered Learning And Instruction. Tech. Inst. Cognition And Learning, 1, 59-85.
Verhoeff, Roald P., Waarlo, Arend Jan And Boersma, Kerst Th.(2007)'Systems Modelling and The Development of Coherent Understanding of Cell Biology',International Journal of Science Education,30, 4,543-568.

Planned Learning Activities and Teaching Methods

Lecture, question-answer, discussion, inquiry

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTEG MIDTERM GRADE
2 FCG FINAL COURSE GRADE
3 FCG FINAL COURSE GRADE MTEG * 0.40 + FCG * 0.60
4 RST RESIT
5 FCGR FINAL COURSE GRADE (RESIT) MTEG * 0.40 + 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)

gul.unal@deu.edu.tr

Office Hours

weekdays-working hours

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 13 4 52
Preparations before/after weekly lectures 13 6 78
Preparation for midterm exam 1 10 10
Preparation for final exam 1 14 14
Preparing assignments 13 5 65
Final 1 2 2
Midterm 1 2 2
TOTAL WORKLOAD (hours) 223

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6
LO.1544
LO.2544
LO.3544
LO.4544
LO.5544
LO.6544

CONTACT INFORMATION
Dokuz Eylül Üniversitesi Cumhuriyet Bulvarı No: 144 35210 Alsancak / İZMİR
Phone: +90(232) 412 12 12 - Fax: +90 (232) 464 81 35

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