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Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS FMK 6026 PROBLEM SOLVING STRATEGIES AND RESEARCH DESIGN IN CHEMISTRY EDUCATION ELECTIVE 3 0 0 8

Offered By

Chemistry Teacher Education

Level of Course Unit

Third Cycle Programmes (Doctorate Degree)

Course Coordinator

ASSOCIATE PROFESSOR SIBEL KILINÇ ALPAT

Offered to

Chemistry Teacher Education

Course Objective

This course aims to acquire the capability of forming problems related to chemistry subjects by considering the strategies that should be fallowed during the problem solving process and developing research design and problem solving strategies.

Learning Outcomes of the Course Unit

1   Explain the importance of problem solving in chemistry education 2   Explain the problem solving stages, strategies and effective factors 3   Form sample problems for various chemistry subjects 4   Apply problem solving strategies for sample problems for various chemistry subjects 5   Evaluate problem solving strategies for sample problems for various chemistry subjects

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description 1 Identification of problem in science 2 Problem solving instruction in chemistry 3 Cognitive skills and their development 4 Problem solving strategies in chemistry- behaviours 5 Problem solving and concept learning 6 Cognitive properties and problem solving 7 Effective factors in problem solving I 8 Midterm examination 9 Effective factors in problem solving II 10 Problem solving environments in chemistry education 11 Forming problem and solving 12 Sample reseach desing in chemistry 13 Sample reseach desing in chemistry 14 Forming problem in chemistry and solving analysis 15 Final exam

Recomended or Required Reading

1. Gabel, D. L., (1994). Handbook of Research on Science Teaching and Learning: A Project of the National Science Teachers Association, MacMillan Reference Prentice Hall International. 2. Watts, M. (1991). The Science of Problem-Solving: A Practical Guide for Science Teachers, Heinemann Pub.

Planned Learning Activities and Teaching Methods

Discussion, Cooperative learning

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

Attendance to the course is important

Contact Details for the Lecturer(s)

sibel.kilinc@deu.edu.tr

Office Hours

Wednesday between 11-12 hours

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours) Lectures 13 3 39 Preparations before/after weekly lectures 13 2 26 Preparation for midterm exam 1 20 20 Preparation for final exam 1 30 30 Preparing assignments 3 15 45 Preparing presentations 3 15 45 Final 1 2 2 Midterm 1 3 3 TOTAL WORKLOAD (hours) 210

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 3 4 4 4 LO.2 5 5 3 4 4 4 LO.3 4 4 5 5 4 4 3 4 4 4 LO.4 4 4 5 5 4 4 3 4 4 4 LO.5 4 4 5 5 4 4 3 4 4 4