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 DOCTOR SIBEL KILINÇ ALPAT

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:
1) Engages students as stakeholders in a problem situation,
2) Organizes curriculum around this holistic problem, enabling student learning in relevant and connected ways,
3) 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 Introducing Problem Based Learning (PBL), giving theoretical information about PBL
2 Presentation of literature on the use of PBL as a teaching material in science and chemistry
3 Presentation of literature about teaching abstract and misconceptions chemistry subjects by using PBL aproach
4 Presentation on how to select real-life problems related to chemistry
5 Literature search
6 Literature search
7 Students's choice of problems related to real-life
8 Students to transform the selected problem into a scenario format
9 Using the previous knowledge of the students to put forward their ideas and thougts about the problem
10 The students try to collect more information to solve the problem, after defining the problem thorougly, plan how to solve the problem
11 Students to produce solutions by doing individual and group work, discussing these suggestions in the classroom environment
12 Students to report their work
13 Student presentation
14 Student presentation
15 Submission and evaluation of assignment

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 ASG ASSIGNMENT
2 PRS PRESENTATION
3 FCG FINAL COURSE GRADE ASG * 0.50 + PRS * 0.50


Further Notes About Assessment Methods

Assignment and presentation 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. Sibel KILINÇ ALPAT
sibel.kilinc@deu.edu.tr

Office Hours

Friday

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Theoretical 4 3 12
Preparing assignments 1 40 40
Preparing presentations 1 60 60
Final Assignment 1 30 30
Project Final Presentation 1 50 50
TOTAL WORKLOAD (hours) 192

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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