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Information
| Code | FBE807 |
| Name | |
| Term | 2022-2023 Academic Year |
| Semester | . Semester |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 8 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Doktora Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator |
Course Goal / Objective
This course consists of two parts, theoretical and practical. In the theoretical part, students will understand the theoretical basis and general characteristics of inquiry-based learning. In the application part, students will make a literature review on inquiry-based teaching in science education, design an inquiry-based learning environment in the teaching of a subject in secondary school science lesson, and implement the method. The aim of the application process is for the student to experience the method and turn his work into a scientific research and report it in the form of an article.
Course Content
Proponents of inquiry-based learning (Dewey, Piaget, Vygotsky, and Bruner), inquiry-based learning models (Learning cycle, 5E model and Process-Oriented Guided Inquiry Learning), scientific reasoning skills, assessment in inquiry-based learning, inquiry-based learning in science teacher education
Course Precondition
none
Resources
Tsivitanidou, O. E., Gray, P., Rybska, E., Louca, L., & Constantinou, C. P. (Eds.). (2018). Professional development for inquiry-based science teaching and learning. Springer International Publishing. Kuhlthau, C. C., Leslie, K. M., & Ann, K. C. (2007). Guided inquiry (learning in the 21st). Libraries Unlimited.
Notes
Related articles
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explain the phases of inquiry-based learning. |
| LO02 | Recognizes the inquiry-based learning models. |
| LO03 | Evaluates current research on inquiry-based learning in science education. |
| LO04 | Prepares activities that require using scientific reasoning skills. |
| LO05 | Conducts a scientific research on the effects of inquiry-based learning, writes an article. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Define scientific research and analysis methods used in science | 3 |
| PLO02 | Yetkinlikler - Öğrenme Yetkinliği | Researches and applies effective teaching strategies within the framework of ethics in order to provide students with knowledge and skills related to science education. | 5 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Explains the development and learning theories within the scope of science education. | 4 |
| PLO04 | Belirsiz | Describes instructional strategies, methods and techniques on the level of expertise on the basis of undergraduate and postgraduate qualifications | 3 |
| PLO05 | Belirsiz | Explains the interaction between disciplines related to the field. | |
| PLO06 | Belirsiz | Explains the knowledge in the subject areas of science education at the level of expertise. | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Relate knowledge of science education with information in different fields. | |
| PLO08 | Beceriler - Bilişsel, Uygulamalı | Conducts advanced research in the field. | 5 |
| PLO09 | Bilgi - Kuramsal, Olgusal | Criticize the practices related to science education at national and international level. | 5 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Plans and conducts a scientific research. | 5 |
| PLO11 | Bilgi - Kuramsal, Olgusal | Apply teaching methods and techniques on the basis of undergraduate qualifications. | 4 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Manages a study that requires expertise in the field independently. | 4 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Makes teamwork or leadership in situations that require resolution of problems related to the field. | |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | Questions scientific and social issues with new perspectives. | |
| PLO15 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | It develops education and training activities in the field of Science Education and manages actions to change it when necessary, examines social relations in the process and the norms that guide these relations with a critical perspective. | 4 |
| PLO16 | Beceriler - Bilişsel, Uygulamalı | Generates new and original ideas about the field, uses creative and critical thinking skills. | 4 |
| PLO17 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Provides a scientific study in the field of science education, supported by qualitative and quantitative data, in writing, orally and visually, to experts or non-specialists. | 5 |
| PLO18 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Uses information and communication technologies effectively | 4 |
| PLO19 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Use the languages of the European language portfolio to understand the information in the field and to communicate verbally and in writing | 4 |
| PLO20 | Yetkinlikler - Öğrenme Yetkinliği | Acts in accordance with social, scientific, cultural and ethical values when conducting a scientific research or project or interpreting a study.. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Informing about the course | none | Öğretim Yöntemleri: Anlatım |
| 2 | Dewey, Piaget | Reading related chapters | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Vygotsky, Bruner, Karplus, Lawson | Reading related chapters | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 4 | What is inquiry-based learning and teaching? | Reading related chapters | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 5 | What is inquiry-based learning and teaching? | Reading related chapters | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 6 | Guided inquiry learning | Reading related chapters | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 7 | Theory and Research Basis for Guided In quiry | Reading related chapters | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 8 | Theory and Research Basis for Guided In quiry | Reading related chapters | Ölçme Yöntemleri: Ödev |
| 9 | Assessment in guided inquiry | Reading related chapter | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 10 | Learning Cycle - Karplus | Reading related chapter | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 11 | 5E Model | Reading related chapter | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 12 | Process Oriented Guided Inquiry Learning (POGIL) | Reading related chapter Preparing inquiry-based activities | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 13 | Process Oriented Guided Inquiry Learning (POGIL) | Reading related chapter Conducting research | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 14 | Current research on inquiry-based learning in science education | Literature review of the last 5 years | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 15 | Current research on inquiry-based learning in science education | Literature review of the last 5 years Writing article | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 16 | FINAL | Submiting the final assignment | Ölçme Yöntemleri: Ödev |
| 17 | FINAL | final assignment | Ölçme Yöntemleri: Ödev |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 9 | 126 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 2 | 2 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 9 | 9 |
| Final Exam | 1 | 18 | 18 |
| Total Workload (Hour) | 197 | ||
| Total Workload / 25 (h) | 7,88 | ||
| ECTS | 8 ECTS | ||