Course Content

This course designed to provide students with the opportunity to develop their critical understanding of teaching and learning in theory and practice related to science or mathematics education. This course focuses upon behaviorist, constructivist, and social learning theories with a particular emphasis upon instructional implications in science or mathematics education. Specific instructional strategies emerging from these theories are covered. This course also includes new approaches and strategies in science or mathematics education such as multiple representations, models and modeling, learning styles, and self regulated learning strategies.

Course Content

Following topics will be covered in this course: Basic definitions, concepts, and processes of curriculum development in science or mathematics education. Philosophical and social aspects of different curriculum patterns. Basis of curriculum and basic curriculum patterns as applied to science or mathematics education. Taxonomies of educational objectives. Principles of instruction, planning and the importance of planning in educational practices, course curriculum. Development of yearly, unit, and daily plans for secondary science or mathematics. Strategies in content selection and organization. Teaching methods and strategies in science or mathematics education. Basic characteristics and selection of instructional materials. New approaches in teaching and learning science or mathematics such as lifelong learning, constructivism, and content specific instructional strategies. The responsibilities of teachers on improving the quality of science or mathematics education.

Course Content

This course covers the following topics: Role and importance of measurement and evaluation in education, particularly in relation to science or mathematics education. Basic definitions, concepts, and processes of curriculum development in science or mathematics education. Assessment for formative, summative, placement, and diagnostic purposes. Norm-and criterion-referenced assessment. Development of test specifications. Basic attributes of tests: validity, reliability, and usability. Common assessment strategies used in science or mathematics education. Constructing classroom tests. Constructing objective test items of the following forms: Multiple-choice, true/false, short answer, matching, and essay item types. Alternative assessment strategies: observation, interviews, performance assessment, peer evaluation, attitude scales, and self evaluation. Techniques for constructing test items, marking and reporting. Elementary statistics for test/item analysis. Construction of diagnostic tests and other measuring tools in testing cognitive and affective development.

Course Content

Theaching and learning of mathematics in an interdisciplinary context , the role of mathematics in STEM education, applications of mathematics to real-world problems, mathematical problem solving through teamwork, designing a prototype for the solution of a problem from an engineering perspective, making assumptions, developing possible solutions and making decision for best promising solution, understanding mathematical structure conceptually and interpreting the solution.

Course Content

This course designed to provide students with the opportunity to develop their critical understanding of teaching and learning in theory and practice related to science or mathematics education. This course focuses upon behaviorist, constructivist, and social leaning theories with a particular emphasis upon instructional implications in science or mathematics education. Specific instructional strategies emerging from these theories are covered. This course also includes new approaches and strategies in science or mathematics education such as multiple representations, models and modeling, learning styles, and self regulated learning strategies.

Course Content

Instructional methods in science/mathematics education. Theoretical aspects of teaching-learning processes in reference to science/mathematics education. Subject oriented teaching methods and strategies in science or mathematics education. General teaching methods as applied to science/mathematics. Micro-teaching practices and related dicussions.

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Instructional use of personal computers in the classroom. Basics of hardware and software. Word processors, spreadsheets and database packages. Design, evaluation, and selection of courseware. Recent research findings in computer based education.

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The potential and the place of technology in particular information technology and cognitive tools, in teaching and learning mathematics. The impacts of calculator and computers on curriculum and new standards for the professional development of mathematics teachers. Use of such technologies in teaching/learning algebra, geometry, pre-calculus, statistics, probability and problem solving.

Course Content

Laboratory Experiments in Science Education. Improvement of skills in setting up experiments in Physics, Chemistry and Biology for secondary schools. Theory of the experiments. Data gathering and evaluation. Interpretations of possible unexpected results. Daily life applications of scientific principles relevant to experiments

Course Content

Laboratory experiments in SSME. Improvement of skills in setting up experiments in Physics, Chemistry, Biology for Secondary Schools. Theory of the experiments, data gathering and evaluation. Interpretation of possible unexpected results daily life applications of scientific principles relevant to experiments. Design new experiments in accordance with the national curriculum. The impacts of calculators and computers on curriculum and new standards for the professional development of Physics, Chemistry and Biology teachers.

Course Content

Student difficulties and misconceptions related to science or mathematics concepts. Theoretical interpretations about conceptual change and conceptual change strategies in science or mathematics education. The nature of inquiry and inquiry oriented instructions. Texbook analysis and critical examination of textbooks in secondary science or mathematics education. Micro-teaching practices and related discussions.

Course Content

Foundations for instructional use of media and Information and Communication.Technologies (ICT), particularly computers, in science/mathematics education. The characteristics of various instructional media and ICT, and their use in science/mathematics instruction. Basics of (instructional) software and educational use of word processors,spreadsheets, desktop publishing and presentation software. Distance education and the Internet in science/mathematics instruction. Quality assessment of various teaching materials with respet to their feasibility and efficiency for the applications in science/mathematics instruction. Development of teaching materials through instructional technologies (worksheets, transparencies, slides, videos, instructional software, models, etc.

Course Content

Nature of statistical methods, elementary distribution and sampling theory, estimation and testing hypothesis, linear regression and analysis of variance. Use of computer packages in the statistical analysis of data in education.

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Classroom observations under the chose supervision of a cooperating school teacher, including acquaintance with the school, students and the teaching professions from various perspectives at an early stage of the teacher training program. The main theme and activities of this course including school organization and management, daily activities in school, departmental activities in mathematics or science fields, a day of a student, a day of a teacher in school an school-parent collaboration, observation of major and minor subject area courses in terms of how teacher organizes the lesson, use various teaching methods and activities, manage the classroom and evaluate student work; evaluating and preparing educational materials, equipment and written resources to be used in teaching.

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The role of geometry in Turkish school mathematics curricula. Psychological development of geometrical concepts. Methods of teaching geometry with special emphasis on active learning.

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Analysis of all topics in Turkish ninth and tenth grade physics curricula in detail; review of the physics concepts emphasizing the common misconceptions and learning difficulties related to these concepts in literature; the strategies in order to handle the misconceptions; examination of ÖSS and ÖYS questions and measuring tools to assess the misconceptions, achievement, skills and attitude; familiarizing students to the corresponding Turkish terms of the physics concepts in English.

Course Content

Analysis of all topics in Turkish 11th and 12th grade physics curricula in detail; review of the physics concepts emphasizing the common misconceptions and learning difficulties related to these concepts in the literature; the strategies in order to handle the misconceptions; examination of ÖSS and ÖYS questions and measuring tools to assess the misconceptions, achievement, skills and attitude; familiarizing students to the corresponding Turkish of the physics concepts in English

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Reviewing the topics in high school chemistry curriculum in detail; exploring common misconceptions related to chemistry concepts reported in the literature; discussing assessment techniques to identify misconceptions; discussing conceptual change strategies on how to eliminate the misconceptions; examining the questions in University Entrance Examination considering the misconceptions; introducing Turkish terms for the corresponding chemistry concepts.

Course Content

Practice teaching in a classroom environment for acquiring required skills in becoming an effective science or mathematics teacher (one day or two half days a week; minimum 12 weeks); teaching of a course(s) in a planned way to improve teaching skills in the real classroom setting. Seminars related to practice teaching for two hours (evaluation of practice teaching and sharing experiences with other student teachers). Needs in classroom, designing instructional activities for students with special needs.

Course Content

Models and modeling approach on mathematics problem solving, learning, and teaching; application of mathematics to model real-world problem situations of different branches of mathematics. Training teachers in modeling process: understanding the real-world problem situations, making assumptions, formulating mathematical problem, solving the mathematical problem, interpreting the solution, verifying the model, reporting, explaining, and making predictions based on the model. Implications of modeling in the classrooms, training prospective teachers for teaching and learning mathematics with modeling in the classrooms.

Course Content

Planning, development, and managing hands-on mathematics activities relevant to secondary school mathematics curriculum. Effective use of technological tools to analyze mathematical phenomena; application of teaching methods and assessment tools in mathematics education considering cognitive, affective and psychomotor aspects of human learning. Connections between real-world and mathematics realm.

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Research skills and related competences involved in planning conducting and reporting of applied research studies of the type needed for prospective teachers.

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Theories of mathematical problem solving; pedagogical techniques for school mathematics problem solving; curriculum organization to incorporate problem solving in school mathematics programs; extensive experience and practice in solving mathematical problems.

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Program of research leading to M.S. degree, arranged between student and a faculty member. Students register for this course in every semester starting from beginning of their second or third semesters while the research program or write-up of thesis is in progress.

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Inferential statistics, including sampling, test for significance, ANOVA techniques and regression analysis.

Course Content

Basic definitions, concepts and processes of curriculum development. Philosophical and social aspects of different curriculum patterns. Bases of curriculum and basic curriculum patterns as applied to science or mathematics education. Course curriculum, development of yearly, unit and daily plans, strategies in content selection and organization, teaching methods and strategies in science or mathematics education, basic characteristics and selection of instructional materials. Concepts of measurement and evaluation as applied to science or mathematics education. Cognitive, affective and psychomotor measurements. Evaluation techniques, different types of tests, development of follow-up and teacher-made science or mathematics achievement tests. Techniques for constructing test items, marking and reporting. Construction of diagnostic tests and other measuring tools in testing cognitive and affective development.

Course Content

Instructional theories in teaching-learning process. Theoretical aspects of teaching-learning process as supported by research findings, in reference to science / mathematics education. Subject oriented teaching methods and strategies in science or mathematics education, teaching and learning processes in the subject area at secondary school level. General teaching methods as applied to science or mathematics teaching, critical examination of textbooks and establishing their relations to teaching methods and strategies in science or mathematics education. Micro-teaching practice and evaluation of instruction.

Course Content

Teaching methods in the subject area, teaching and learning processes, application of general teaching methods in science or mathematics education, critical examination of subject field textbooks and establishing their relations to special teaching methods and strategies in the subject area, micro-teaching applications, evaluation of instruction. Study of various topics related to teaching methodology in research studies to help students develop a more critical perspective, to increase awareness of the variety of approaches to studying teaching and to provoke thought about appropriateness of teaching method(s) in teaching the subjects.

Course Content

School observation, under the close supervision of a cooperating school teacher, including acquaintance with the school, students and the teaching profession from various perspectives at an early stage of the teacher training program. The main theme and activities of this course including school organization and management, daily activities in school, departmental activities in mathematics or science fields, a day of a student, a day of a teacher in school an school-parent collaboration. Classroom observation related to subject area courses, school and its problems. Educational materials, equipment and written resources used in teaching. Various dimensions of the teaching profession.

Course Content

Observation and practices carried out by student teachers under the close supervision of a cooperating school teacher in preparation for teaching practice course; planning and asking a series of questions in teaching, explanations and regulations for classroom teaching, management of a lesson and control of classroom, study of a student from various dimensions, evaluation of student work, lesson planning, use of textbooks, group work, organization of classroom environment, designing and using worksheets, micro-teaching practice in an actual classroom environment.

Course Content

Characteristics of various instructional technologies, the place and use of technologies in instructional process, development of teaching materials through instructional technologies (worksheets, transparencies, slides, videotapes, computer-based course material, etc.) and quality assessment of various teaching materials with respect to their feasibility and efficiency for the applications in science/mathematics education.

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Basic research designs constructed for hypothesis testing, their relevancies, their weaknesses .

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Analysis of subject matter textbooks (mathematics or science) and curricula approved by the Ministry of National Education with a critical perspective; examination of textbooks in terms of content, clarity and use of a language, appropriateness to student level, format, physical quality, contribution to meaningful learning, practical use in teaching, etc. The qualitative inquiry used in analyzing textbooks by interview.

Course Content

Classroom observations under the close supervision of a cooperating school teacher, including acquaintance with the school, students and the teaching profession from various perspectives in science or mathematics education. School organization, its management and its problems; daily activities in the school; departmental activities in mathematics or science fields; a day of a student; a day of a teacher; school-parent collaboration; observation of major and minor subject area courses in terms of how teacher organize lesson, use various teaching methods and activities, manage the classroom and evaluate student work. Evaluation and preparation of instructional materials in science or mathematics.

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Application of computers into teaching-learning process in science and mathematics by school and home units.

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Individual and group science and mathematics projects organized by way of process units are put into practice in the laboratory.

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Construction of diagnostic and achievement tests and other measuring tools in testing cognitive development.

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Practice teaching in a classroom environment for acquiring required skills in becoming an effective science or mathematics teacher (one day or two half days a week; minimum 12 weeks); teaching of a course(s) in a planned way to improve teaching skills in the real classroom setting. Seminars related to practice teaching for two hours (evaluation of practice teaching and sharing experiences with other student teachers). Needs in classrooms, designing instructional activities for students with special needs.

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Development of a learning package with educational software, printed materials, instruction for teachers including the philosophy and background of the concepts.

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Investigation and group discussion of research topics relevant to major issues of maths/science education; oral and written presentation of a review of available literature on a certain topic.

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The nature of research in science or mathematics education. Critical analysis of research paper. Reviewing literature, conducting a specific research by collecting and analyzing data, making interpretations, writing a research report according to APA style, and communicating its entirety with others.

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Research project carried out under the supervision of a staff member in Science/ Mathematics Education aiming at giving student the necessary skill and experience in carrying out a scientific research. A written report expected from students about science/mathematics education.

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Program of research leading to Ph.D. degree, arranged between student and a faculty member. Students register for this course in all semesters starting from the beginning of their second or third semesters while the research program or write-up of thesis is in progress.

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Discussions of researches in mathematics education: Basic issues for research in mathematics education; Mathematical idea analysis; Research on mathematics teacher development; Understanding of various topics in mathematics; Classroom research; Cultural aspects of the teaching and learning; Theories in mathematics education.

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Emphasis on conceptualizing advanced educational research problems, analyzing data and interpreting data, and developing the methodology for dissertation proposals. Investigating and critically analyzing relevant research in science and mathematics education.

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The development of basic concepts and principles dominant to physics, chemistry and biology. Historical development reference to science education.

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Behavioral patterns consisting of critical thinking, in reference to Piagets patterns of cognitive development. Science and mathematics education curricula in universities.

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Basic learning theories interacted with basic curriculum. Instructional patterns in Science and Mathematics Education.

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Study of past and present theories of instruction. Synthesizing a broad range of existing and emerging perspectives in understanding individual, interactional and contextual phenomena of instruction in science and mathematics.

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Theories of the affective variables including motivation, attitude, anxiety, self-concepts about the subject itself, beliefs about nature, teaching and learning of mathematics/science, self-regulation; investigation of research studies on affective variables in mathematics /scienceeducation; evaluation techniques of these variables; modelling of affective variables.

Course Content

Statistical concepts for test theory, classical test theory scaling techniques, process of test construction. Item Response Theory (IRT), application of IRT to solve problems in achievement and attitude testing, model data fit analysis in IRT, package programs used in scaling, such as BILOG RASCAL, ASCAL, MULTILO6

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A framework, a process, and compositional approaches for designing a qualitative or quantitative research study in education. Deciding on a paradigm; Writing an introduction; Stating a purpose for the study; Identifying research questions and hypotheses; Stating the significance of the study; Advancing methods and procedures for data analysis.

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Theories of problem solving; strategies or solving; evaluation of problem solving ability; relationship between problem solving ability and affective variables; relationship between problem solving and cognitive style; meta-cognitive behavior during the problem solving; relationship between problem solving and mathematical modeling; extensive experience and practice in solving problems and evaluation of problem solving performances.

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Investigations and analyzing current issues in mathematics and science teacher education. Reviewing and conceptualizing critical issues related to preparation and professional development of prospective and inservice mathematics and science teachers. Meaning and implications of complex relationship among beliefs, knowledge and attitudes in teacher education.

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Reading from the physics education research literature; main trends and issues of physics education research; factors affecting students´ achievement in physics; how to improve students´ achievement in physics based on experiences of the physics teachers and physics education researchers; students´ learning difficulties and misconceptions in different physics topics.

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Discussing themes in the physics education research literature; main trends and issues of physics education research; functions of laboratories and micro-based laboratories in learning physics, integration of scientific literacy into physics content, use of models and modeling in learning physics, students` learning difficulties and misconceptions in different physics topics.

Course Content

The course introduces and examines contemporary issues in philosophy of science in science teaching context. The course presents the difference between science and pseudo-science, discusses the change in scientific theories, and the nature of science in education context. The course focuses on the role of philosophy, especially the philosophy of natural sciences, on how we teach and perceive science. This course, basically, aims to provide fundamental knowledge and information regarding philosophy and nature of science to students at graduate level. It also aims to create an environment where students criticize and reflect on philosophical issues in science teaching.

Course Content