TÜRKÇE
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Information
| Code | FBE710 |
| Name | |
| Term | 2022-2023 Academic Year |
| Term | Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | |
| Course Instructor |
1 |
Course Goal / Objective
Compare different philosophical theories about the nature of science To see his own philosophical approach about the nature of science To know the role of society, culture and gender in science production Recognizing the understandings of the nature of science held in primary, secondary and higher education Suggesting methods for teaching NOS
Course Content
The concept of nature of science will be discusses from severel philosophical point of view. Some of them are Kuhn (Paradign) Feyerabend (incommensurability), Popper (falsificationizm), Lakatos ('research program). In addition, sociology of science, culture of science, gender and science, and teaching nature of science in school will be discusses in this class
Course Precondition
None
Resources
Chalmers, A. F. (1999). What is this thing called science? (3rd ed.). Indianapolis, IN: Hackett Publishing. Driver, R., Leach, J. (1996). Young people’s images of science. Philadelphia: Open University Press.
Notes
Thomas S. Kuhn (1996). The Structure of Scientific Revolutions. The University of Chicago Press, USA. E. D. Klemke, Robert Hollinger, David Wyss Rudge and A. David Kline (1998). Introductory reading in the philosophy of science. Prometheus Books, USA. Richard Appignanesi (2002). Postmodernism & Big Science.Totem Books, USA.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | To see his own philosophical approach about the nature of science |
| LO02 | Compare different philosophical theories about the nature of science |
| LO03 | To know the role of society, culture and gender in science production |
| LO04 | Recognizing the understandings of the nature of science held in primary, secondary and higher education |
| LO05 | Suggesting methods for teaching NOS |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Define and apply scientific research and analysis methods used in science | 4 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Has basic knowledge and skills related to Science Education. | 5 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Explains the development and learning theories within the scope of science education. | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Describes instructional strategies, methods and techniques on the level of expertise on the basis of undergraduate qualifications. | |
| PLO05 | Bilgi - Kuramsal, Olgusal | Explains the interaction between disciplines related to the field. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Explains the knowledge in the subject areas of science education at the level of expertise. | 5 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Relate knowledge of science education with information in different fields. | |
| PLO08 | Bilgi - Kuramsal, Olgusal | Apply the theoretical and practical knowledge in the field of expertise | 5 |
| PLO09 | Bilgi - Kuramsal, Olgusal | Criticize the practices related to science education at national and international level. | |
| PLO10 | Bilgi - Kuramsal, Olgusal | Plans and conducts a scientific research. | |
| PLO11 | Bilgi - Kuramsal, Olgusal | Apply teaching methods and techniques on the basis of undergraduate qualifications. | |
| PLO12 | Bilgi - Kuramsal, Olgusal | Manages a study that requires expertise in the field independently. | |
| 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. | 5 |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | Carries out studies in the field of lifelong learning. | |
| PLO16 | Beceriler - Bilişsel, Uygulamalı | Follow technological developments. | |
| 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. | |
| PLO18 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Uses information and communication technologies effectively | |
| 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 | |
| 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. | 5 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction to the course. What are your ideas about the nature of science? | Take notes or obtain images such as news, cartoons, pictures, etc. related to science when you see them. Start thinking about books for your book report Complete the VNOS and send an email. Card editing activity Umbrellaology activity Piece of pseudoscience | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Why is it important to know the nature of science? What is the nature of science? What is not? | Driver et al., Chapters 1-3 | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Tartışma |
| 3 | Observation in science: Induction-Deduction (inductivism-deductivism) | Chalmers, Chapters 1-2. | Öğretim Yöntemleri: Tartışma, Soru-Cevap, Anlatım |
| 4 | Scientific Method | Chalmers, Chapter 3 Rudolph (2005) Epistemology for the masses: the origin of ‘the scientific method’ in American schools. HIstory of Education Quarterly, 45(3),341-376. | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Tartışma |
| 5 | Theory, Law, and Hypothesis | Chalmers, Chapters 4, 14 Carey, S. S. (1994). A beginners guide to scientific method, Belmont, CA, Wadsworth Publishing Company. See: Chapter 3: Proposing Explanations. Evolution vs. Creationism:Is Evolution Just a Theory? http://www.youtube.com/watch?v=g7Ctl9nzEqs | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Alıştırma ve Uygulama |
| 6 | "Evidence" in science Karl Popper's Falsificationism | Chalmers, Chapters 5,6,7 Popper, K. R. (1969). Science: Conjectures and refutations. In Conjectures and refutations: The growth of scientific knowledge (3rd ed., pp. 33-65). | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Progress in science Kuhn's Paradigm | Chalmers, Chapters 8 Barber (1961). Resistance by scientists to scientific discovery. Science, 134, 596-602. Kuhn, 1-51, 52-110, 160-173. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Midterm | Midterm | Ölçme Yöntemleri: Ödev |
| 9 | Bilimde ilerleme Lakatos’un araştırma programları | Chalmers, Chapters 9 Lakatos, 91-93, 132-180. | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 10 | Anarchist view Feyerabend's anarchy | Chalmers, Chapters 10-11 Feyerabend (1975) How to defend society against science. In Klemke, Hollinger, et al. (Eds.) Introductory readings in philosophy of science, 3rd Ed. (1998, pp. 54-65). Horgan (1993) Paul K. Feyerabend: The worst enemy of science. Scientific American (pp. 36-37). | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | Sociology of science | Horgan, J. (1996) The end of science: Facing the limits of knowledge in the twilight of the scientific age. New York: Broadway Books. See: Chapter 2: The end of philosophy Collins (1983) Sociology of scientific knowledge: Studies of contemporary science. Annual review of sociology, 9: 265-285. Merton, R.K. (1942) "The Normative Structure of Science". In: R.K. Merton, The Sociology of Science: Theoretical and Empirical Investigations. Chicago, IL: University of Chicago Press, 1973. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Nature of Science: applications for science education | Elkana (2000) Science, philosophy of science, and science teaching. Science & Education, 9:463-485. [link] (all students read) Rudolph (2003) Portraying epistemology: School science in historical context. Science Education, 87(1), 64-79. [link] (*jigsaw reading) Hodson, D. (1998). Science Fiction: the continuing misrepresentation of science in the school curriculum. Science Education, 72(1), 19-40. [link] (*jigsaw reading) | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | What should teachers and students understand by the nature of science? | Osborne, et al. (2003). What ‘ideas about science’ should be taught in school science? A Delphi study of the expert community.Journal of Research in Science Teaching, 40(7), 692-720. [link] Wong & Hodson (in press) From the horse’s mouth: what scientists say about scientific investigation and scientific knowledge. Science Education, 1-22. [link] Rudolph (2000) Reconsidering the ‘nature of science’ as a curriculum component. Journal of Curriculum Studies, 23(3), 403-419. [link] | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Tartışma |
| 14 | What do teachers and students understand about the nature of science? | Driver et al., Chapters 4-10 | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 15 | Ways to teach the nature of science | Abd-El-Khalick & Lederman (2000) Improving science teachers’ conceptions of the nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665-701. [link] Khishfe & Lederman (2006) Teaching NOS within a controversial topic: Integrated vs. nonintegrated. Journal of Research in Science Teaching, 43(4), 395-418. [link] Solomon et al. (1992). Teaching about NOS through history: Action research in the classroom.Journal of Research in Science Teaching, 29(4), 409-421. [link] The Nature of Science Podcast http://vmsstreamer1.fnal.gov/VMS_Site_03/Lectures/NOSPodcasts/list.htm | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 16 | (Mis)translating Research Into Practice? | Read the article below that is appropriate to your focus and select TWO ADDITIONAL articles from the NSTA Journal appropriate to your level that describe teaching NOS to read and evaluate Olson (2008) More than a human endeavor: Teaching the nature of science at the elementary level. Science and Children, Feb, 43-47. [link] *ELEMENTARY Schwartz (2007) What’s in a word? How word choice can develop (mis)conceptions about the nature of science. Science Scope, Oct, 42-47. [link] *MIDDLE LEVEL Clough & Olson (2004) The nature of science: Always part of the story. The Science Teacher, Nov, 28-31. [link] *HIGH SCHOOL Cavallo, A. (2008).Experiencing the nature of science: An interactive, beginning of semester activity. Journal of College Science Teaching, May/June, 13-16. [link] *COLLEGE LEVEL | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Tartışma |
| 17 | Final | Sınav hazırlığı | Ölçme Yöntemleri: Proje / Tasarım |
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 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 157 | ||
| Total Workload / 25 (h) | 6,28 | ||
| ECTS | 6 ECTS | ||