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Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS FMK 6035 DESIGN AND USE OF MODEL IN CHEMICAL EDUCATION COMPULSORY 3 0 0 8

Offered By

Chemistry Teacher Education

Level of Course Unit

Third Cycle Programmes (Doctorate Degree)

Course Coordinator

PROFESSOR DOCTOR ŞENOL ALPAT

Offered to

Chemistry Teacher Education

Course Objective

This course aims to develop making comments, reasoning and thinking skills about the abstract process and concepts of chemistry by using modelss

Learning Outcomes of the Course Unit

1   Evaluate the stages and their results to be followed to reveal within the scope of the scientific process skills to produce new products (laws, theories, principles, equality, formula, etc.), 2   Learn the role and the scope of model to produce scientific products, 3   Understand using models the properties of matter, physical and chemical processes, atomic, molecular and structures of discrete particles. 4   Understand the use and functions of the models in science classes 5   Evaluate the use and functions of the models in science classes

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description 1 What is Chemistry The Nature of Chemistry 2 Philosophy of Chemistry 3 Modeling overview 4 Modeling Models 5 Approaches to Modelling-Based Teaching 6 Learning Scientifi c Concepts from ModellingBased Teaching 7 The Role of Argumentation in ModellingBased Teaching 8 Homework 9 The Contribution of Visualisation to Modelling-Based Teaching 10 Analogies in Modelling-Based Teaching and Learning 11 Learning About Science Through ModellingBased Teaching 12 Learning Progression During Modelling-Based Teaching 13 Educating Teachers to Facilitate Modelling Based Teaching 14 Modeling-Based Teaching and Learning: Current Challenges and New Perspectives 15 Presentation

Recomended or Required Reading

Understanding Models and Their Use in Science: Conceptions of Middle and High School Students and Experts, L.Grosslight ve arkadaşları, Wiley,1991. The Role of Models and Modelling in Science Education, J. Gilbert, Atlanta,1993. Mental Models: Toward a Cognitive Science of Language, P.N. Johnson-Laird, Cambridge,1993

Planned Learning Activities and Teaching Methods

Presentation,article review, Discussion, Cooperative learning,

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

To be announced.

Language of Instruction

Turkish

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

senol.alpat@deu.edu.tr

Office Hours

Monday 10.00-11.00 am.

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 Project Final Presentation 1 3 3 Project Assignment 1 2 2 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 3 3 3 4 4 4 LO.2 3 3 3 4 4 4 LO.3 3 3 3 4 4 4 LO.4 3 3 3 4 4 4 LO.5 3 3 3 4 4 4