FBE710

6 ECTS - 3-0 Duration (T+A)- . Semester- 3 National Credit

Information

Code FBE710
Name
Term 2024-2025 Academic Year
Semester . Semester
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 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

Update Time: 13.05.2024 10:16