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Information
| Code | FBE731 |
| Name | Models for the Analysis and Assessment of Argumentation and Practices in Science Education |
| Term | 2024-2025 Academic Year |
| Term | Fall and 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 | Doç. Dr. TUBA DEMİRCİOĞLU |
| Course Instructor |
1 |
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 a project that includes argumentation assessment. |
| LO05 | In line with the objectives of science education course, execute a project that includes argumentation assessment. |
| LO06 | In line with the achievements of science, reports the project carried out in a way to include argumentation evaluation. |
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. | 3 |
| 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. | 2 |
| 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 | 3 |
| 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 | ||