COURSE UNIT TITLE

: SCIENTIFIC REASONING SKILLS

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
FBE 3006 SCIENTIFIC REASONING SKILLS COMPULSORY 2 0 0 3

Offered By

Science Teacher Education

Level of Course Unit

First Cycle Programmes (Bachelor's Degree)

Course Coordinator

PROFESSOR DOCTOR GÜL ÜNAL ÇOBAN

Offered to

Science Teacher Education

Course Objective

To be aware of the thinking skills in science education and to learn and use the skills necessary to make judgments in scientific and social matters.

Learning Outcomes of the Course Unit

1   Understand the importance of scientific reasoning in science education and everyday life.
2   Uses scientific reasoning in the teaching of science concepts.
3   Comprehends the relationship between the nature of science and scientific reasoning.
4   It uses scientific reasoning skills in social issues.
5   Design activities and lesson plans to improve scientific reasoning skills.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 The nature of scientific reasoning and its relation to science achievement
2 Scientific reasoning and concept teaching
3 Scientific reasoning and concept teaching
4 Features of concrete operational stage
5 Identifying and controlling variables (dependent and independent variable, controlled variable, etc.)
6 Relational thinking
7 Combinational thinking
8 Course overview, evaluation, and midterm exam
9 Contingent thinking
10 Hypothetical thinking
11 Scientific reasoning with prediction-observation-explanation method
12 Activities to accelerate cognitive development through science education
13 Activities to accelerate cognitive development through science education
14 Activities to accelerate cognitive development through science education
15 Final Exam

Recomended or Required Reading

Kuhn, D. (2010). What is Scientific Thinking and How Does it Develop In U. Goswami (Ed.), Handbook of Childhood Cognitive Development (Blackwell)
Hunt, a. (2008) (ed). Science in Soceity. Heinemann, London.
Paul, R. & Elder, L. (2008) Scientific Thinking (For Students and Faculty), 3rd edition. Foundation for Critical Thinking
Giere, R. N (Ed.) (1992), Cognitive models of science: Vol. 15. Minnesota studies in the philosophy of science. Minneapolis, MN: University of Minnesota Press.

Planned Learning Activities and Teaching Methods

Lecture, active learning, collaborative learning, homework

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTE Midterm Exam
2 DTK Other Activity
3 FN Semester final exam
4 BNS BNS Student examVZ * 0.30 + Student examDTK * 0.10 + FN * 0.60
5 BUT Make- up note
6 BBN End of make-up grade Student examVZ * 0.30 +Student examDTK * 0.10 + BUT * 0.60


Further Notes About Assessment Methods

None

Assessment Criteria

Assessment of Student s quiz and final exams are avaluated according to learning outcomes

Language of Instruction

Turkish

Course Policies and Rules

It is obligated to continue to at least 70% of lessons.
Every trial to copying will be finalized with disciplinary proceedings.
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)

gul.unal@deu.edu.tr

Office Hours

Wednesdays: 13:00-14:00

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 13 2 26
Preparations before/after weekly lectures 13 3 39
Preparation for midterm exam 1 4 4
Preparation for final exam 1 4 4
Final 1 1 1
Midterm 1 1 1
TOTAL WORKLOAD (hours) 75

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14
LO.15555555333
LO.2545545555333
LO.355555553343
LO.455555553333
LO.55555555333