COURSE UNIT TITLE

: PROBLEM BASED LEARNING IN CHEMISTRY EDUCATION

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
FMK 6032 PROBLEM BASED LEARNING IN CHEMISTRY EDUCATION ELECTIVE 3 0 0 8

Offered By

Chemistry Teacher Education

Level of Course Unit

Third Cycle Programmes (Doctorate Degree)

Course Coordinator

PROFESSOR LEMAN TARHAN

Offered to

Chemistry Teacher Education

Course Objective

Problem-based learning has as its organizing centre the ill-structured problem which is messy and complex in nature, requires inquiry, information-gathering, and reflection, is changing and tentative, has no simple, fixed, formulaic, "right" solution.
Problem-based learning is focused on minds-on, hands-on learning organized around the investigation and resolution of messy, real-world problems.
Problem-based learning course includes three main characteristics:
Engages students as stakeholders in a problem situation,
Organizes curriculum around this holistic problem, enabling student learning in relevant and connected ways,
Creates a learning environment in which teachers coach student thinking and guide student inquiry, facilitating deeper levels of understanding.

Learning Outcomes of the Course Unit

1   Acquire learning skills on trying to solve a chemistry problem related to a real life scenario by offering students, inquiry, discovery, group work, etc. with doing research,
2   Develop problem-solving skills,
3   Develop thinking skills,
4   Develop study skills and become a member of a group within the group,
5   Develop skills effective in use of time,
6   Access to sources of information, efficient handling of a problem, solution development and evaluation skills,
7   Develop communication skills,
8   Develop technology usage skills and instructional materials preparation skills.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Introduction to PBL as an educational method and beginning to present its theoretical background
2 Literature research intended PBL as a teaching material for the using in science and chemistry
3 Literature study about PBL method to teach abstract issues and concepts of chemistry
4 Definition of a real life problem focused on the chemistry
5 Conversion the problem to a scenario by the students and setting their thoughts and ideas about this problem
6 To solve the problem of students' work to gather more information,
7 After defining the problem, make plans on how to solve the problem thoroughly and faculty members to discuss these plans with.
8 Midterm exam
9 Sharing of the different tasks between students, What resources are needed to solve the problem and will get them where they exist on the exchange of ideas with faculty members, Examination of the data obtained and exchanging of ideas.
10 Presentation by the students their literature research based on PBL
11 The students are coached in their roles as real-world investigators and active learners, they become self-regulated learners empowered to investigate needed information, pursue logical lines of inquiry, and learn actively.
12 The students develop into self-directed learners and problem solvers, discussion of their data in the class.
13 The presentation by the students of their work as a report and evaluation their selves.
14 The presentation by the students of their work as a report and evaluation their selves in the light of feedback.
15 Final Exam

Recomended or Required Reading

Basic source: Woods, D. (1985). Problem-based learning and problem-solving, Ed: D. Boud, Problem-Based Learning for the Professions, Higher Education Research and Development Society of Australasian, Sydney,
Arends, R. I. (1998). Learning to teach, 4th Edition, Boston, USA: McGraw Hill
Cohen, L., Manion, L. & Morrison, K. (2000). Research methods in education, 5th Edition, London: Routledge/Falmer, Taylor&Francis Group
Cropley, A.J. (2001). Creativity in education and learning: A guide for teachers and educators, London: British Library Cataloguing in Publication Data,
References:
Scientific articles (International Journal of Science and Mathematics Education, International Journal of Science Education, Journal of Science Education and Technology, Journal of Chemical Education, Journal of Chemical Education, Journal of Computer Assisted Learning)

Planned Learning Activities and Teaching Methods

PBL is a curriculum development and instructional approach. The curriculum consists of carefully selected and designed problems that demand from the learner acquisition of critical knowledge, problem solving proficiency, self-directed learning strategies, and team participation skills.

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

Midterm and final exam points determine the students achievement.

Assessment Criteria

To be announced.

Language of Instruction

Turkish

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

Prof. Dr. Leman Tarhan
leman.tarhan@deu.edu.tr

Office Hours

Friday

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Theoretical 13 3 39
Pre Class Self Study 13 2 26
Midterm Preparation 1 20 20
Final Preparation 1 30 30
Paper Preparation 3 15 45
Research Presentation 3 15 45
Final Exam 1 2 2
Midterm Exam 1 3 3
TOTAL WORKLOAD (hours) 210

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14
LO.155555555
LO.255
LO.355
LO.4555
LO.5555
LO.65555
LO.755
LO.855

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

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