Nevşehir Hacı Bektaş Veli University Course Catalogue
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| Year/Semester of Study | 1 / Spring Semester | ||||
| Level of Course | 2nd Cycle Degree Programme | ||||
| Type of Course | Optional | ||||
| Department | SCIENCE EDUCATION (MASTER) | ||||
| Pre-requisities and Co-requisites | None | ||||
| Mode of Delivery | Face to Face | ||||
| Teaching Period | 14 Weeks | ||||
| Name of Lecturer | MAHMUT POLAT (mpolat@nevsehir.edu.tr) | ||||
| Name of Lecturer(s) | MAHMUT POLAT, | ||||
| Language of Instruction | Turkish | ||||
| Work Placement(s) | None | ||||
| Objectives of the Course | |||||
| Upon completion of this course, students will be able to explain the basic concepts, theoretical framework and distinctive features of different learning theories, compare different learning theories and relate them to science education; explain the characteristics of learning environments designed according to learning theories and the roles of teachers and students. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | can describe the foundational concepts, theoretical frameworks and unique features of various learning theories. |
PO-3 An MA student uses the theoretical and practical knowledge at the level of expertise gained from his/her field and improves and deepens this knowledge. PO-4 An MA student produces new results by combining his/her fields knowledge with the knowledge he gained from the other fields. PO-9 An MA student evaluates the information related to his/her field critically and directs learning. PO-11 An MA student transfers the developments and his/her own works in his/her field to the groups in and out of the field systematically by written, oral and visual means. PO-14 An MA student shares the information related to his/her field orally and in writen form at the national / international level. |
Examination Term Paper |
| LO-2 | can compare and contrast different learning theories. |
PO-1 An MA student has theoretical and practical knowledge depending on his bachelor’s degree proficiencies on an expertise level on Turkish Education; improves and deepens this knowledge. PO-9 An MA student evaluates the information related to his/her field critically and directs learning. PO-14 An MA student shares the information related to his/her field orally and in writen form at the national / international level. PO-15 An MA student uses the computer softwares as well as IT and telecomunication technologies at a proficient level as required by his field. |
Examination Term Paper |
| LO-3 | can relate different learning theories with science education. |
PO-1 An MA student has theoretical and practical knowledge depending on his bachelor’s degree proficiencies on an expertise level on Turkish Education; improves and deepens this knowledge. PO-3 An MA student uses the theoretical and practical knowledge at the level of expertise gained from his/her field and improves and deepens this knowledge. PO-8 An MA student actively participates in team works related to the field and (or) become a leader. |
Examination Term Paper |
| LO-4 | can describe the role of teacher and learners in learning environments that are designed according to the principles of the learning theories |
PO-7 An MA student develops new strategic approaches and produces solutions by taking responsibility in complex situations that he/she does not anticipate to encounter in his field for applications. PO-9 An MA student evaluates the information related to his/her field critically and directs learning. PO-14 An MA student shares the information related to his/her field orally and in writen form at the national / international level. |
Examination Term Paper |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
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| Course Contents | ||
| In this course different learning theories (behaviorist, cognitive, computing, constructivist, etc.) are introduced. In addition to this, the theoretical approaches about metacognition and scientific models in the field of science education are provided. | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | Dimensions and general characteristics of science education | Discussion method Lecture method Case Study method Brainstorming method |
| 2 | A general and historical perspective to learning theories. | Discussion method Lecture method Case Study method Brainstorming method |
| 3 | Behavioral learning theories and science education | Discussion method Lecture method Case Study method Brainstorming method |
| 4 | Cognitive development theory (Piaget) and science education | Discussion method Lecture method Case Study method Brainstorming method |
| 5 | Cognitive development theory (Piaget) and science education | Discussion method Lecture method Case Study method Brainstorming method |
| 6 | Meaningful learning (Ausubel) and science education | Discussion method Lecture method Case Study method Brainstorming method |
| 7 | Information processing theories and science education | Discussion method Lecture method Case Study method Brainstorming method |
| 8 | mid-term exam | |
| 9 | Information processing theories and science education | Discussion method Lecture method Case Study method Brainstorming method |
| 10 | Radical constructivism and science education | Discussion method Lecture method Case Study method Brainstorming method |
| 11 | Social constructivism (socio cultural theory) and science education | Discussion method Lecture method Case Study method Brainstorming method |
| 12 | Social constructivism (socio cultural theory) and science education | Discussion method Lecture method Case Study method Brainstorming method |
| 13 | Metacognition and science education | Discussion method Lecture method Case Study method Brainstorming method |
| 14 | Metacognition and science education | Discussion method Lecture method Case Study method Brainstorming method |
| 15 | Using models in science education. | Discussion method Lecture method Case Study method Brainstorming method |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| 1 | SENEMOĞLU, N., (2020). Gelişim Öğrenme ve Öğretim Kuramdan Uygulamaya. Anı Yayıncılık. | |
| 2 | Çepni, S. (2014). Kuramdan uygulamaya fen ve teknoloji öğretimi. Pegem Akademi. Ankara | |
| 3 | Driscoll, M. P. (2005). Psychology of learning for instruction. Boston: Allyn and Bacon. | |
| Required Course instruments and materials | ||
| Smart Board Computer and projector | ||
| Assessment Methods | |||
| Type of Assessment | Week | Hours | Weight(%) |
| mid-term exam | 8 | 2 | 20 |
| Other assessment methods | |||
| 1.Oral Examination | |||
| 2.Quiz | |||
| 3.Laboratory exam | |||
| 4.Presentation | |||
| 5.Report | |||
| 6.Workshop | |||
| 7.Performance Project | |||
| 8.Term Paper | 14 | 2 | 20 |
| 9.Project | |||
| final exam | 16 | 2 | 60 |
| Student Work Load | |||
| Type of Work | Weekly Hours | Number of Weeks | Work Load |
| Weekly Course Hours (Theoretical+Practice) | 3 | 14 | 42 |
| Outside Class | |||
| a) Reading | 3 | 14 | 42 |
| b) Search in internet/Library | 2 | 14 | 28 |
| c) Performance Project | 0 | ||
| d) Prepare a workshop/Presentation/Report | 0 | ||
| e) Term paper/Project | 2 | 11 | 22 |
| Oral Examination | 0 | ||
| Quiz | 0 | ||
| Laboratory exam | 0 | ||
| Own study for mid-term exam | 2 | 7 | 14 |
| mid-term exam | 2 | 1 | 2 |
| Own study for final exam | 2 | 14 | 28 |
| final exam | 2 | 1 | 2 |
| 0 | |||
| 0 | |||
| Total work load; | 180 | ||