COURSE UNIT TITLE

: REFLECTIVE TEACHING MODELS AND APPLICATIONS IN CHEMISTRY TEACHER EDUCATION

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
FMK 5029 REFLECTIVE TEACHING MODELS AND APPLICATIONS IN CHEMISTRY TEACHER EDUCATION ELECTIVE 3 0 0 8

Offered By

Chemistry Teacher Education

Level of Course Unit

Second Cycle Programmes (Master's Degree)

Course Coordinator

ASSOCIATE PROFESSOR NALAN AKKUZU GÜVEN

Offered to

Chemistry Teacher Education

Course Objective

The aim of the course is to develop reflective thinking skills which are one of the professional development strategies, in order for students to acquire knowledge about the reflective teaching process, strategies and models and to develop exemplary teaching activities specific to reflective teaching models that will support chemistry teaching.

Learning Outcomes of the Course Unit

1   After completing this course, the students will be able to understand the theoretical development process of reflective thinking
2   Comprehend the role of reflective thinking in teachers' professional competencies
3   Distinguish between traditional teaching and reflective teaching
4   Comprehend the relationship between reflective learning-teacher process and professional development
5   Comprehend reflective teaching models and differences between models
6   Design sample activities related to reflective teaching models
7   Explain the relationship between reflective teaching and techniques such as microteaching et.al.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Historical and theoretical foundations of reflective thinking
2 The place of reflective thinking in the professional development of teachers
3 Reflective teaching models (Bartlett's teaching model)
4 Reflective teaching models (Rodgers' teaching model)
5 Reflective teaching models (ALACT teaching model)
6 Reflective teaching models (Six-level teaching model)
7 Reflective teaching models (Boud and Walker's teaching model)
8 Other reflective teaching models in the literature
9 Differences between traditional and reflective teaching
10 Similarities and differences between microteaching process and reflective teaching
11 Sample lesson plans for reflective teaching models
12 Applications of reflective teaching models
13 Applications of reflective teaching models
14 Homework presentations
15 General evaluation

Recomended or Required Reading

1) Akkuzu, N. (2012). Kimya öğretmen adaylarının mesleki yeterlilik düzeylerinin belirlenmesi (Doktora Tezi). Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü,Izmir.
2) Bakioğlu, A. ve Dalgıç, G. (2014). Eğitimcilerde Yansıtıcı Düşünme. Istanbul: Bahçeşehir Üniversitesi Yayınları. ISBN: 9786055461522
3) Üniver, G. (2003). Yansıtıcı Düşünme. Ankara: Pegem Akademi Yayıncılık. ISBN: 9789756802960
4) Brandengurg, R. , Glasswell, K. , Jones, M. and Ryan, J. (Ed.), (2017). Singapore: Springer Publisher. ISBN: 978-981-10-3431-2
5) Sellars, M. (2017). Reflective Practice for Teachers (2nd end). Thousand Oaks, California: SAGE Publications.

Planned Learning Activities and Teaching Methods

Lecture, Discussion, Question and answer, Team / Group Work, Doing Research, Problem Solving, Brain Storming, Active learning techniques

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 ASG ASSIGNMENT
2 PRS PRESENTATION
3 FCG FINAL COURSE GRADE ASG * 0.50 + PRS * 0.50


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

Further Notes About Assessment Methods

None

Assessment Criteria

Evaluation of homework and presentation materials.

Language of Instruction

Turkish

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

nalan.akkuzu@deu.edu.tr

Office Hours

Friday between 10.00-11.00

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 10 3 30
Preparations before/after weekly lectures 10 10 100
Preparing assignments 1 40 40
Preparing presentations 1 30 30
Final Assignment 1 3 3
Project Final Presentation 1 3 3
TOTAL WORKLOAD (hours) 206

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.143
LO.2454544
LO.34534544
LO.4454544
LO.54544544
LO.6455545544445
LO.74544544

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

Copyright 2015 DEÜ. BİD

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