FBE731 Models for the Analysis and Assessment of Argumentation and Practices in Science Education

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

Information

Code FBE731
Name Models for the Analysis and Assessment of Argumentation and Practices in Science Education
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 Doç. Dr. TUBA DEMİRCİOĞLU


Course Goal / Objective

To ensure that students have information about argumentation assessment models and to ensure the assessment of the quality of the arguments in science teaching they perform by using the argumentation.

Course Content

What is the importance of argumentation in science teaching? Toulmin's argument model Walton's argument schemes Analytical Framework of Zohar and Nemet, Kelly and Takao's epistemic level model, Downing model Erduran, Simon and Osborne's Argumentation Level Model, Lawson model, Sandavol Model Analyzing students' argumentation abilities.

Course Precondition

None

Resources

Erduran, S., & Jiménez-Aleixandre, M. P. (2008). Argumentation in science education. Perspectives from classroom-Based Research. Dordre-cht: Springer.

Notes

Erduran, E., Sımon, S. & Osborne, J. (2004). Tapping İnto Argumentation: Developments İn The Application Of Toulmin's Argument Pattern For Studying Science Toulmin, S. (1958). The Uses Of Argument. Cambridge: Cambridge University Press. Kelly, G. J., Druker, S. & Chen, C. (1998). Students’ reasoning about electricity: Combining performance assessments with argumentation analysis. International Journal of Science Education, 20(7), 849 – 871. Lawson, A. (2003). The nature and development of hypothetico-predictive argumentation with implications for science teaching. International Journal of Science Education, 25(11), 1387 – 1408. Sampson, V. & Clark, D. B. (2008). Assessment of the Ways Students Generate Arguments in Science Education: Current Perspectives and Recommendations for Future Directions. Science Education. 92, 447-472. Sandoval, W. A. (2003). Conceptual and epistemic aspects of students’ scientific explanations. Journal of the Learning Sciences, 12(1), 5 – 51 Walton, D. N. (1996). Argumentation Schemes For Presumptive Reasoning. Mahwah, Nj: Lawrence Erlbaum Associates Zohar, A. & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39(1), 35 – 62.


Course Learning Outcomes

Order Course Learning Outcomes
LO01 Explain the importance of argumentation in science education.
LO02 Explain argumentation analysis and assessment models
LO03 Dominates Argumentation the literature on evaluation studies.
LO04 In line with the objectives of science education course, plan, review, execute and report a project that includes argumentation assessment.


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. 2
PLO05 Bilgi - Kuramsal, Olgusal Explains the interaction between disciplines related to the field. 2
PLO06 Bilgi - Kuramsal, Olgusal Explains the knowledge in the subject areas of science education at the level of expertise. 4
PLO07 Bilgi - Kuramsal, Olgusal Relate knowledge of science education with information in different fields. 3
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. 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. 3
PLO12 Bilgi - Kuramsal, Olgusal Manages a study that requires expertise in the field independently. 5
PLO13 Bilgi - Kuramsal, Olgusal Makes teamwork or leadership in situations that require resolution of problems related to the field. 3
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. 3
PLO16 Beceriler - Bilişsel, Uygulamalı Follow technological developments. 3
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 3
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. 5


Week Plan

Week Topic Preparation Methods
1 Informing about the scope of the course No preparation Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
2 The importance of argumentation in science education Preparing the report by reading the relevant section Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama
3 Toulmin's argument model Preparing the report by reading Toulmin's argument model Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama
4 Analytical Framework of Zohar and Nemet, Preparing the report by reading Analytical Framework of Zohar and Nemet, Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama
5 Kelly and Takao's epistemic level model, Preparing the report by reading Kelly and Takao's epistemic level model, Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama
6 Downing Model Preparing the report by reading Downing Model Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Alıştırma ve Uygulama
7 Erduran, Simon and Osborne's Argumentation Level Model, Preparing the report by reading the relevant section about Erduran, Simon and Osborne's Argumentation Level Model, Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama
8 Mid-Term Exam preparation to mid-term exam Ölçme Yöntemleri:
Ödev
9 Walton's argument schemes Preparing the report by reading the relevant section Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Alıştırma ve Uygulama
10 Sandavol model Preparing the report by reading the relevant section Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Alıştırma ve Uygulama
11 Sampson Model Preparing the report by reading the relevant section Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Alıştırma ve Uygulama
12 Lawson Model Preparing the report by reading the relevant section Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Alıştırma ve Uygulama
13 Analyzing students' argumentation abilities-1 No preparation Öğretim Yöntemleri:
Alıştırma ve Uygulama
14 Analyzing students' argumentation abilities-2 No preparation Öğretim Yöntemleri:
Alıştırma ve Uygulama
15 Analyzing students' argumentation abilities-3 No preparation Öğretim Yöntemleri:
Alıştırma ve Uygulama
16 Term Exams Prapare to exam Ölçme Yöntemleri:
Ödev
17 Term Exams Prapare to exam 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 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