COURSE UNIT TITLE

: AFFECTIVE VARIABLES IN SCIENCE EDUCATION

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
IFE 5031 AFFECTIVE VARIABLES IN SCIENCE EDUCATION COMPULSORY 3 0 0 8

Offered By

Science Teacher Education

Level of Course Unit

Second Cycle Programmes (Master's Degree)

Course Coordinator

PROFESSOR DOCTOR MEHMET ŞAHIN

Offered to

Science Teacher Education

Course Objective

The purposes of this course are: to teach cognitive, affective, and behavioral variables that play a significant role in science learning, to investigate and understand the importance and effects of affective variables in science learning, to investigate and determine methods of enhancing students affective variables in positive direction for better science learning, to help science instructors learn how to determine and use students affective variables in their science classroom for science teaching.

Learning Outcomes of the Course Unit

1   Cognitive, affective, and behavioral variables and their effect on science learning
2   Conceptual learning of affective variables that influence science education
3   Learning ways of positively improving affective variables
4   Understanding the importance of affective variables in science education
5   Preparing instructional applications that take into account affective variables in science education

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Introduction
2 What cognitive, affective and behavioral factors are effective in science education
3 Why cognitive, affective and behavioral factors are important in science education Why should we consider them in planning instruction
4 The importance of attitudes and behaviors towards science learning in education of prospective science teachers, the effects of these variables on science learning, and surveys and questionnaires used to measure these variables
5 Investigation of emotional variables in science education and the research that reports the influence of these variables on science learning
6 Describing epistemological beliefs and expectations about science and science learning, the effects of these variables on students science learning, describing the instruments used to measure these variables from the literature
7 Investigation of the significance of motivational factors in science learning, the influence of motivation on students science learning, describing the instruments used to measure this variable from the literature
8 Midterm Exam
9 Defining variables such as anxiety, worry, and fear about science and science learning, the effects of these variables on students science learning, describing the instruments used to measure these variables from the literature
10 Investigating means of reducing students anxiety, worry, and fear about science and science learning thereby enhancing their science learning and attendance
11 Investigation of the significance of students self-esteem and self-confidence in science learning, the influence of these variables on students science learning, describing the instruments used to measure science students self-esteem and self-confidence from the literature
12 Investigation of the significance of students self-esteem and self-confidence in science learning, the influence of these variables on students science learning, describing the instruments used to measure science students self-esteem and self-confidence from the literature
13 In-class discussion about the importance and influence of affective factors in science education and course evaluation
14 In-class discussion about the importance and influence of affective factors in science education and course evaluation
15 Final Exam

Recomended or Required Reading

Saban, A. (2004). Öğrenme Öğretme Süreci-Yeni Teori ve Yaklaşımlar. Ankara: Nobel Yayıncılık.
Doğanay, A. (Editör) (2007). Öğretim Ilke ve Yöntemleri. Ankara: Pegema Yayıncılık.
Related literature (this course will require frequent readings from literature).
ZAHRA HAZARI, ROBERT H. TAI, PHILIP M. SADLER. (2007). Gender Differences in Introductory University Physics Performance: The Influence of High School Physics Preparation and Affective Factors. Science Education, 91 : 847 876.
Alsop, S. and Watts, M. (2003). Science education and affect. International Journal of Science Education, 25: 9, 1043 1047.
Watts, M. and Alsop, S. (2001). The affective dimensions of learning science. International Journal of Science Education, 22: 12, 1219 1220.
Crossman, J. (2007). The role of relationships and emotions in student perceptions of learning and assessment. Higher Education Research & Development, 26:3,313 327.

Planned Learning Activities and Teaching Methods

Research, Discussion, Question-Answer, Group Work, Lecture.

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

The homeworks will be assessed by directly adding to the mid-term scores. The exam dates will be indicated in the lesson plan. As the exam dates become definite, the previously announced dates may change.

Assessment Criteria

In-class participation and written homework, end-of-semester final homework and short report presentation.

Language of Instruction

Turkish

Course Policies and Rules

1.It is obligated to continue to at least 70% of lessons .
2. Behaviours such as copying in exams, clashing and making intials in the publications will be concluded with the opening of a disciplinary investigation.
3.The instructor has right to make quizzes. The scores obtained from quizzes will be directly added to exam scores.

Contact Details for the Lecturer(s)

mehmet.sahince@gmail.com

Office Hours

weekdays- working 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 6 78
Preparation for midterm exam 1 10 10
Preparation for final exam 1 10 10
Preparing assignments 5 10 50
Preparing presentations 1 10 10
Final 1 1 1
Midterm 1 3 3
TOTAL WORKLOAD (hours) 201

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6
LO.1344
LO.2344
LO.3344
LO.4344
LO.5344

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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