| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | FBE618-14 | ADVANCED CHEMISTRY IN SCIENCE EDUCATION | Compulsory | 1 | 2 | 6 |
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| Level of Course Unit |
| Second Cycle |
| Objectives of the Course |
| The purposes of the course are to teach basic chemical concepts, to remove the misconceptions, to relate the chemical concepts to the other science subjects and to improve correct usages of chemical concepts in science education. |
| Name of Lecturer(s) |
| Doç. Dr. Cengiz ÖZYÜREK |
| Learning Outcomes |
| 1 | Defines chemistry | | 2 | Learn the chemistry concepts | | 3 | Compares the states of matter | | 4 | Queries the importance of chemistry concepts in daily life | | 5 | Corrects an incorrect perception of the concept | | 6 | In the Science education relate chemistry concepts | | 7 | In the Science education relate chemistry concepts |
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| Mode of Delivery |
| Formal Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| Basic concepts in chemistry, historical background to concepts in chemistry, progresses in conceptions in chemistry, classification of the elements and periodic table, changes in the element concept, studies in structure of matter and Faraday’s law, new concepts about the structure and the theory of atom, concept teaching and new techniques and strategies in concept improvement, the role and importance of chemical concepts in daily life. |
| Weekly Detailed Course Contents |
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| 1 | General information about the chemistry
| | | | 2 | The historical development of chemistry concepts
| | | | 3 | Conceptual developments in chemistry
| | | | 4 | Conceptual developments in chemistry
| | | | 5 | Concepts related to the structure of atoms and atomic theory
| | | | 6 | Classification of elements and the periodic table
| | | | 7 | Basic concepts of heat and temperature
| | | | 8 | Basic concepts of acids and bases
| | | | 9 | The importance of the concepts of chemistry in everyday life
| | | | 10 | Midterm Exam | | | | 11 | The concept is used in teaching strategies, methods and techniques
| | | | 12 | Correct misconceptions
| | | | 13 | Other science topics associated with the chemistry concepts in science education
| | | | 14 | Evaluation of educational programs in science curricula in chemistry
| | | | 15 | | | | | 16 | | | |
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| Recommended or Required Reading |
| [1] Ayas, A.,, Turgut, M. F. ve ark., (1997). Kimya öğretimi Ankara: YÖK/D. Bankası Milli Eğitim Geliştirme Projesi
[2] Erdik, Eç, ; Sarıkaya, Y. (2002). Temel üniversite kimyası. Ankara: Gazi Kitapevi
[3] McMurry, J., Fay, R.C. (1998). Chemistry USA: Prentice-Hall, Inc.
[4] Newmark, A. (Çev. P. Arpaçay) (2004). Kimyanın öyküsü. Ankara: Tübitak Yayınları.
[5] Petrucci, R.H., Harwood, W.S., Hering, F.G.(2005). General chemistry principles and modern applications. USA: Prentice Hall. [6] Tez, Z. (1986). Kimya tarihi. Ankara: Verso Yayınları |
| Planned Learning Activities and Teaching Methods |
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| Assessment Methods and Criteria | |
| SUM | 0 | |
| SUM | 0 | | Yarıyıl (Yıl) İçi Etkinlikleri | 40 | | Yarıyıl (Yıl) Sonu Etkinlikleri | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
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| Workload Calculation |
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| Midterm Examination | 1 | 3 | 3 |
| Final Examination | 1 | 4 | 4 |
| Attending Lectures | 14 | 5 | 70 |
| Criticising Paper | 14 | 5 | 70 |
| Individual Study for Mid term Examination | 1 | 12 | 12 |
| Individual Study for Final Examination | 1 | 22 | 22 |
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| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO2 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO3 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO4 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO5 | 5 | 5 | 4 | 5 | 5 | 4 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 4 | 5 | 5 | 5 | 4 | 5 | 5 | 4 | 5 | 5 | 5 | 5 | | LO6 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | | LO7 | 5 | 5 | 5 | 4 | 4 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
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| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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