Dokuz Eylül University Information Package / Courses Catalog

Description of Individual Course Units

Course Unit Code	Course Unit Title	Type Of Course	D	U	L	ECTS
FMM 6057	MATHEMATICAL IMPLEMANTATIONS IN STEM (SCIENCE, TECHNOLOGY, ENGINEERING & MATHEMATICS) EDUCATION	ELECTIVE	3	0	0	10

Offered By

Mathematics Teacher Education

Level of Course Unit

Third Cycle Programmes (Doctorate Degree)

Course Coordinator

ASISTANT PROFESSOR HASIBE SEVGI MORALI

Offered to

Mathematics Teacher Education

Course Objective

This course is designed to explore theoretical and empirical research on STEM Education which includes research about student learning in STEM context, discipline discourse, teachers, teaching, knowledge for teaching, Professional development within STEM, policies related to teachers and teaching within STEM, and the importance of mathematics implementations in STEM Education. The course also provide knowledge about the impact of culture and identity on STEM education as well as scholarship related to the contrasting paradigms and methodological approaches upon which this literature is based. The course is intended to help students: become aware of the importance of mathematics education in the field of research in STEM disciplines; develop critical perspectives and questions on contrasting paradigms; and raise questions about the implications of mathematics for STEM Education, policy and practice, and teacher education/professional development.

Learning Outcomes of the Course Unit

1	Learn about the meaning of Science, Technology, Engineering, and Mathematics (STEM) Education, subfields of STEM Education and history of STEM Education
2	Having an ability to educate STEM literate students
3	Having knowledge of subfields of the STEM Education and what we need to know about STEM Education
4	Having knowledge of the importance of STEM Education
5	Having international perspectives on STEM Education
6	Having knowledge about current practices, trends and research in STEM Education
7	Understanding the importance of mathematics implementations in STEM Education and learning strategies for effective STEM education
8	Learning about the importance of STEM Teaching and Learning as well as learning about he importance of the STEM Education in MEB Teaching Programs
9	Having an ability to evaluate how students learn mathematics in STEM disciplines
10	Having an ability to design STEM learning environment or research in STEM disciplines
11	Constructing STEM tasks and activities that include mathematical thinking, mathematical importance, mathematical fit, and mathematical connections.
12	Constructing STEM tasks and activities that include real world mathematics problems

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week	Subject	Description
1	-What is Science, Technology, Engineering and Mathematics (STEM) Education -Subfields of STEM Education -History of STEM Education -STEM Literacy
2	What can we know and what do we need to know about STEM Education and its Research
3	-Why STEM Education is important - International Perspectives on STEM Education
4	Current Practices & Trends in STEM Education: How did we get here
5	-The importance of mathematics implementations in STEM Education - Strategies for effective STEM education
6	-STEM Curriculum, and STEM Instruction -The importance of the STEM Education in MEB Teaching Programs
7	-STEM Teaching & Learning -How do students learn mathematics in STEM disciplines
8	Midterm Exam
9	Designing a STEM Learning Environment
10	Research Design in STEM Disciplines
11	How can we construct STEM tasks and activities that include mathematical thinking, mathematical importance, mathematical fit, and mathematical connections.
12	How can we construct STEM tasks and activities that include real world mathematics problems
13	Developing taks and activities related to STEM Education
14	-Presentations of the tasks and activities that are developed in the previos lesson -`Presentations of the Course Final Project and `Course Wrap-up
15	Final Exam

Recomended or Required Reading

MEB, (2013). Ortaöğretim Matematik Dersi (9, 10, 11 ve 12. Sınıflar) Öğretim Programı, Retrieved from http://ogm.meb.gov.tr/

Common Core State Standards Initiative (CCSSI). 2010. Common Core State Standards for Mathematics. Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers. http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

National Council of Teachers of Mathematics. (2000) Principles and Standards for School Mathematics, Book and E-Standards CD. Reston, Virginia. NCTM
Moyer, Richard. (2012). Every day engineering: Putting the `E in STEM Teaching and Learning. National Science Teachers Association.

Bybee, R.W. (2013). The Case for STEM Education: Challenges and Opportunities.
NSTA Press: Arlington, VA
KELLY, A.E. & LESH, R.A. (2000). HANDBOOK OF RESEARCH DESIGN IN MATHEMATICS AND SCIENCE EDUCATION.
MAHWAH, NJ: LAWRENCE ERLBAUM ASSOCIATES

Kuenzi, J. J. (2007). Science, technology, engineering, and mathematics (STEM) education issues and
legislative options. Congressional Research Service.
http://sharp.sefora.org/wp-content/uploads/2007/12/rl33434.pdf

Wai, Lubinski, et al. (2010). Accomplishment in Science, Technology, Engineering, and Mathematics (STEM) and Its Relation to STEM Educational Dose: A 25-Year Longitudinal Study.

Planned Learning Activities and Teaching Methods

Colloborative Learning, Brainstorming, Class Discussions, Questioning, Problem Solving, Active Learning Strategies, Group working

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

English

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

To be announced.

Office Hours

To be announced.

Work Placement(s)

None

Workload Calculation

Activities	Number	Time (hours)	Total Work Load (hours)
Lectures	13	3	39
Preparations before/after weekly lectures	13	4	52
Preparation for midterm exam	1	13	13
Preparation for final exam	1	19	19
Preparing assignments	2	40	80
Preparing presentations	2	20	40
Final	1	2	2
Midterm	1	2	2
TOTAL WORKLOAD (hours)			247

Contribution of Learning Outcomes to Programme Outcomes

PO/LO	PO.1	PO.2	PO.3	PO.4	PO.5	PO.6	PO.7	PO.8	PO.9	PO.10	PO.11	PO.12	PO.13	PO.14
LO.1	5	5	5	5	5	5	5	5	5	5	5	5	5	5
LO.2	4	4	5	2						5	5	4	4	4
LO.3	5	5	5			3	4	4	4	4	2	4	4	4
LO.4	5	5	5	4	4	4	4	4	4	4	4	4	4	4
LO.5		5	5	5	5					5	3
LO.6	4	4			3	5	5	5	5	5	5	5
LO.7	5	4		5	3					4	5		4	4
LO.8	3	3	3							5	4	4	4	4
LO.9	5	5	5	3		4	4	4					3	3
LO.10	5	5	5	5	5	5	5	5	5	5	5	5	5	5
LO.11	5	5				4	4	4		4			5	5
LO.12	5	5				4	4	4		4			5	5

COURSE UNIT TITLE

DEGREE PROGRAMMES

Description of Individual Course Units

Offered By

Level of Course Unit

Course Coordinator

Offered to

Course Objective

Learning Outcomes of the Course Unit

Mode of Delivery

Prerequisites and Co-requisites

Recomended Optional Programme Components

Course Contents

Recomended or Required Reading

Planned Learning Activities and Teaching Methods

Assessment Methods

Further Notes About Assessment Methods

Assessment Criteria

Language of Instruction

Course Policies and Rules

Contact Details for the Lecturer(s)

Office Hours

Work Placement(s)

Workload Calculation

Contribution of Learning Outcomes to Programme Outcomes

CONTACT INFORMATION