COURSE UNIT TITLE

: SOCIOSCIENTIFIC ISSUES AND ARGUMENTATION

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
GKD 5091 SOCIOSCIENTIFIC ISSUES AND ARGUMENTATION ELECTIVE 2 0 0 3

Offered By

Buca Faculty Of Education

Level of Course Unit

First Cycle Programmes (Bachelor's Degree)

Course Coordinator

PROFESSOR DOCTOR AYBÜKE PABUÇCU AKIŞ

Offered to

Music Teacher Education
Turkish Language Teacher Education
Computer and Instructional Technologies Teacher Education
Chemistry Teacher Education
Biology Teacher Education
Turkish Language and Literature Teacher Education
Geography Teacher Education
Physics Teacher Education
Special Teacher Education
ELEMENTARY MATHEMATICS TEACHER EDUCATION
PRE - SCHOOL TEACHER EDUCATION
Mathematics Teacher Education
Elementary Teacher Education
FINE ARTS TEACHER EDUCATION
Guidance and Psychological Counseling
Social Studies Teacher Education
History Teacher Education
Science Teacher Education

Course Objective

The main aim of this course is to promote students' argumentation about socioscientific issues.

Learning Outcomes of the Course Unit

1   Explain the effectiveness of argumentation activities as a teaching and learning tool.
2   Explain how socioscientific issues are being enacted in the classroom
3   Creating learning environments to support students' argumentation on socio-scientific issues
4   Promote high quality argumentation on socio-scientific issues
5   Evolution of students' argumentation on socio-scientific issues

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Introduction to socioscientific issues
2 Socioscientific issues examples
3 Lecture plans for teaching socioscientific issues
4 Using argumentation in education
5 Examples of argumentation activities used in classes
6 Designing learning environments to support students argumentation in the classroom
7 Theoretical Framework for Assessing the Quality of Students' Argumentation
8 General Review, Assessment of the course, Midterm exam
9 Socioscientific issues and STEM education
10 Examples of verbal and written argumentation practices in science education
11 Using socioscientific issues to promote scientific argumentation
12 Socioscientific Issues-Based Instruction for Scientific Literacy
13 Developing effective socıoscıentıfıc issues teaching practices
14 Developing effective socıoscıentıfıc issues teaching practices
15 Developing effective socıoscıentıfıc issues teaching practices
16 Final Exam

Recomended or Required Reading

Çağdaş Yaklaşımlarla Etkinlik Destekli Sosyobilimsel Konularin Öğretimi, Bahadır Namdar (eds.), Nobel Akademik Yayıncılık, Ankara, Turkey.
Örnek Etkinliklerle Fen Eğitiminde Argümantasyon, Aktamış, H.(edt), Anı Yayıncılık
Erduran, S., & Jimenez Aleixandre, M. P. (Eds.) (2007). Argumentation in science
education: perspectives from classroom-based research. Dordrecht: Springer.
Erduran, S. & Pabuccu, A. (2012). Bonding Chemistry and Argument: Teaching and Learning Argumentation through Chemistry Stories. University of Bristol, UK http://www.bristol.ac.uk/education/news/2012/63.html
Erduran, S. & Pabuccu, A. (2015). Promoting argumentation in the context of chemistry
stories, Book Chapter in Relevant Chemistry Education- From Theory to Practice, Ingo
Eilks and Avi Hofstein (eds.), ISBN Hardcover: 9789463001748, Sense Publishers,
Rotterdam, p. 143-161.
Erduran, S., Simon, S. & Osborne, J. (2004). Tapping into argumentation: Developments
in the application of Toulmin s Argument Pattern for studying science discourse.
Science Education, 88(6), 915 933.
Jiménez-Aleixandre, M., Rodríguez, A. & Duschl, R. (2000). Doing the lesson or
doing science Argument in high school genetics. Science Education, 81(11), 533 559.
Pabuccu, A. & Erduran, S. (2016). Investigating students engagement in epistemic and
narrative practices of chemistry in the context of a story on gas behavior, Chemistry
Education Research and Practice, 17, 523-531. Doi:10.1039/C6RP00011H

Planned Learning Activities and Teaching Methods

Discussion, presentations, group work, research project

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

Midterm, assessment and final exam grades determine the student's course success grade

Language of Instruction

Turkish

Course Policies and Rules

The instructor reserves the right to get various exercises done via individual or
cooperative learning in the planned education and training period. The effect of the
applications to be made in the evaluation process announced to students at the
beginning of the academic year.
- Acts within the framework of the relevant regulation regarding unethical behaviours
that may occur in classes and exams.

Contact Details for the Lecturer(s)

e-mail: aybuke.pabuccuakis@deu.edu.tr

Office Hours

To be announced during the term

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 14 2 28
Preparations before/after weekly lectures 14 1 14
Preparation for midterm exam 1 10 10
Preparation for final exam 1 10 10
Preparing assignments 1 20 20
Midterm 1 1 1
Final 1 1 1
TOTAL WORKLOAD (hours) 84

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12
LO.14
LO.24
LO.34
LO.44
LO.54

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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