1523 SCIENCE EDUCATION (WİTHOUT THESİS)

GENERAL INFORMATION
In the Science Education Master's Program without Thesis, the provisions of the Pamukkale University Institute of Education Graduate Education and Training Regulation are applied. The language of the program is Turkish. Science education master's program without thesis has started to accept students in the 2020-2021 fall semester. The master's program without thesis shows how to use the existing information in practice by providing the student with information on professional issues. The master's program without thesis consists of a total of 90 ECTS credits and a term project course with at least ten courses, but not less than 60 ECTS. Students are required to register for the term project course in the semester in which the semester project course is taken and to submit a written project and / or report at the end of the semester. Term project course is evaluated as successful or unsuccessful.

Objective
The main purpose of the Master of Science Education without Thesis Program is to increase the professional and academic knowledge and skills of teachers working in the field of science education, to gain awareness about new approaches, theories and models in the related field and to support their applications.


Admission Requirements
ALES and foreign language exams are not required.

Graduation Requirements
Student must complete the required course load (30 PAU credits) and 60 AKTS with a CGPA of at least 3.00/4.00; and successfully prepare and defend term project.

Career Opportunties


Qualification Awarded
Science Education

Level of Qualification
Second Cycle (Master's Degree)

Recognition of Prior Learning
Recognition of previous structured lectures in Turkish Higher Education Institutions, transitions in vertical, horizontal and university are realized within the scope of the "Higher Education Regulations", "REGULATION BETWEEN THE BACHELORS AND GRADUATE DEGREE PROGRAMS, ON HIGHER EDUCATION AND TRANSITION BETWEEN DOUBLE MAJOR DALL, SIDE DALL AND CREDIT TRANSFER STANDARDS

Qualification Requirements and Regulations
Student must complete the required course load (30 PAU credits) and 60 AKTS with a CGPA of at least 3.00/4.00; and successfully prepare and defend term project.

Access to Further Studies
May apply to PhD programs

Mode of Study
Full Time

Examination Regulations, Assessment and Grading
Measurement and evaluation methods that is applied for each course, is detailed in "Course Structure&ECTS Credits".

Contact (Programme Director or Equivalent)
PositionName SurnamePhoneFaxE-Mail
 Prof. Dr. ASUMAN DUATEPE PAKSU+90 258 296 1162 aduatepe@pau.edu.tr


PROGRAM LEARNING OUTCOMES
1Reach a wider content and pedagogical knowledge and skills in science teaching.
2Follow the current developments in the field of science education for his/her professional development.
3Provide to raise science literate individuals through the interdependence of science, engineering, technology, society and natural world.
4Conduct quantitative and qualitative research in the fields related to science education and convert the research to the scientific publications within the consideration of ethical principles.
5Present their research in the field of science education in national and international platforms as written, oral or visual.
6Get wider knowledge and discuss socio-scientific issues which are related with science, technology and society.
7Get current knowledge about teaching and evaluation methods used in science education and apply them in practice.
8Realize the importance of 21st century thinking skills, scientific thinking, system thinking and design thinking skills in interdisciplinary studies.
9Associate science education with scientific inquiry, the nature, history, and philosophy of science.
10Develop project writing and managing skills in the field of science education at national and international level.
11Get knowledge about integrated teaching methods in the field of science, technology, mathematics and engineering and apply them in practice.
12Exhibit sensitivity towards scientific, social, cultural, professional and ethical values in science education.
13Discover different paradigm shifts used in science education.
14Identify problems related to science education and develop suggestions for their solutions.
15Evaluate science teaching programs in our country according to new approaches and presents their criticism and suggestions.
TEACHING & LEARNING METHODS
NameComments
LecturingLecturing is one of the methods that come first, where the teacher is in the center. It is a method where the teacher actively describes topics and the students are passive listeners. With this method, lesson proceeds in the form of report, description and explanation.
DebateDepending on the situation, debate is a tool that allows all students, or a specific portion of the class to participate in the lesson. In this method, members of the group discuss a topic by addressing the various points of view and discuss alternative opinions about problem-solving.
DemonstrationIn this method the teacher demonstrates, an experiment, test, in front of the class. And then assists students to do so too. Students learn not only by just by looking and watching, but also by taking part and participating. This method is usually applied when teaching skills.
Case Study Case studies require students to actively participate while using an analytical perspective to think about real and problematic events. The problematic event may be real or very close to real life. Student(s) working on the documents that include the necessary data and descriptions of the
Problem SolvingThe name given to any doubt or ambiguity that arises is, a problem. Problems which usually have a role in human life, that have preventing or annoying aspects are solved by considering the stages of scientific methods. (a) Problems are determined. (b) The problem is identified. 
Cooperative LearningCooperative Learning is; a kind of learning that is based on the students working together for a common purpose. Children with different skills come together in heterogeneous groups to learn by helping each other. Students gain experiences such as becoming aware of the unity
PerformanceIn this method, the teacher performs activities such as experiments and demonstrations in front of the class, students try to learn by looking and watching. This method is usually applied where there are limited facilities and in dealing with dangerous experimental situations.
Questions –AnswersThe different types of Questions used (associative, differential, assessment, requesting information, motivating, and brainstorming) although students get in to more active positions during the process; the method is teacher-centered. If possible Questions, that serve a purpose and
Concept MapsExpress a relation network, based on figures, graphics and words propositions and principles. It enables visual learning. These steps are followed: 1) Concepts about the subjects to be taught are listed. 2) The name of the subject that will be taught is written at the top.3) Relations between
Learning Stations Is a student –centered method in which the whole class contributes to each stage and with this contribution, progress further to the next level in learning than the previous group. With the station method groups of 3-5 students are made up in classes. Each group is assigned a station chief,
Meaning Analysis ChartsThe Meaning Analysis Charts is a method that allows students to participate actively in class. Students learn by working on a two-dimensional table. For example, if in one dimension there are animals and in the other dimension food is shown, students have the opportunity to learn by
Concept CaricaturesCreates opportunities to learn and discuss by caricaturizing and representing information about concepts in a thought-provoking way that can lead to debates. Generally Concepts Caricatures draw attention and create opportunities to think by giving information in a contradicting
Cooperative LearningCooperative Learning is; a kind of learning that is based on students working together for a common purpose. Children with different skills come together in heterogeneous groups and learn by helping each other. Students gain experiences such as becoming aware of the unity within the
Micro-Teaching Although this method aims to produce prospective teachers’ who have adopted the role in which they undertake and apply in the classroom, it can also be applied in different areas. It makes it possible to carry certain skills to the learning environment by using video and audio recording
Scenario-based teaching Although it is similar to the Case Study method, there is a fictional approach in the scenario. The subject can be presented by inserting it in to a fiction and can also lead the student’s to producing their own scenarios.
Simulation Expresses situations where in real life learning is dangerous, difficult to reach and expensive and where students work on models which are very similar to the real thing. For example, before airplane pilots and astronauts embark their aircrafts and spacecrafts, they perform applications
Role Playing Role-playing is a learning way which helps students to express their own feelings and thoughts by playing the role of other personalities. It is necessary that students use creative thinking to succeed. Students put themselves in someone’s place by purifying themselves from their actual
Drama Drama is a method in which students learn a skill or situation by reenacting in front of the class. As well as gaining knowledge by experience, it has important effects on the development of verbal expression and socialization. It enables us to bring up individuals who are creative, productive,
ProjectProject-based learning is a learning way which leads students to deal with interesting problems and to create extraordinary products at the end of this. It allows students to use their creativity and it requires them to look at events perceptively.
Technical TourIs a method that takes learning to the out of the classroom. It is a method that provides students to make direct observations and to gain information by taking them to places, such as factories, museums, libraries, various government agencies, mountains, forests, lakes, parks and gardens.
Observation Although we generally get information related to the nature through observations, the Observation method can also be used for other situations and under other conditions. We try to reach certain generalizations by thinking about our findings which we gather from our observations.
Testing Means reaching results by using various information with certain mechanisms, which are set up to imitate natural events in artificial environments and to have students take a certain topics and applying them to reach certain aims/objectives. Nature researchers, scientists, and educators
InterviewThis is when the teacher brings in (writers, artists, designers, writers, illustrators, etc.) because he/she is not equipped with the adequate facilities to do with certain issues or situations. It is a technique that triggers the senses of students. In some cases, students interview certain people
Teaching with Analogy / MetaphorsIs a way for learning, which compares abstract issues and concepts with concrete objects.
Six Hat ThinkingThe Six hat thinking technique, is based on looking at a topic from different angles. Individuals learn to, develop the ability to face events from different points of view and to improve their empathizing skills. Because thoughts are looked upon from of every aspect, issues raised can be
Brainstorming Brainstorming is a group work process that has been regulated to reach solutions for a problem without limitations or evaluation. The purpose of brainstorming is to make it easier for students to express themselves and to generate ideas. This technique is used as a high-level discussion

Learning Outcomes - NQF-HETR Relation
NQF-HETR CategoryNQF-HETR Sub-CategoryNQF-HETRLearning Outcomes
INFORMATION  01
INFORMATION  02
SKILLS  01
SKILLS  02
SKILLS  03
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
COMPETENCIESCommunication and Social Competence 04
COMPETENCIESCompetence to Work Independently and Take Responsibility 01
COMPETENCIESCompetence to Work Independently and Take Responsibility 02
COMPETENCIESCompetence to Work Independently and Take Responsibility 03
COMPETENCIESField Specific Competencies 01
COMPETENCIESField Specific Competencies 02
COMPETENCIESField Specific Competencies 03
COMPETENCIESLearning Competence 01
    

Learning Outcomes - Fields of Education Relation (Academic)
No Records to Display

Learning Outcomes - Fields of Education Relation (Vocational)
No Records to Display

COURS STRUCTURE & ECTS CREDITS
Year :
1st Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
FBE 548 NEW APPROACHES IN SCIENCE EDUCATION 3+0 6 Compulsory
FBE 570 RESEARCH METHODS IN SCIENCE EDUCATION 3+0 6 Compulsory
- Elective 3+0 6 Elective
- Elective 3+0 6 Elective
- Elective 3+0 6 Elective
  Total 30  
1st Semester Elective Groups : Elective
Course CodeCourse TitleL+P HourECTSCourse Type
FBE 543 DESIGN BASED RESEARCH 3+06Elective
FBE 544 STEM INTEGRATION 3+06Elective
FBE 547 DEVELOPING LABORATORY ACTIVITIES IN SCIENCE TEACHING 3+06Elective
FBE 553 CHILDREN’S LITERATURE IN SCIENCE EDUCATION 3+06Elective
FBE 557 ROBOTIC APPLICATIONS IN EDUCATION 3+06Elective
FBE 560 TECHNOLOGY INTEGRATION IN SCIENCE EDUCATION 3+06Elective
FBE 564 RECENT DEVELOPMENTS IN BIOLOGY EDUCATION 3+06Elective
FBE 565 COMMUNICATIVE APPROACH IN SCIENCE COURSE AND DIALOGIC TEACHING 3+06Elective
FBE 568 BASIC CONCEPTS IN ENVIRONMENTAL EDUCATION AND ENVIRONMENTAL AWARENESS 3+06Elective
FBE 569 LABORATORY APPLICATIONS AND EXPERIMENTAL DESIGN IN BIOLOGY EDUCATION 3+06Elective
FBE 572 ACADEMIC WRITING AND APA 3+06Elective
FBE 573 QUALITATIVE RESEARCH IN SCIENCE EDUCATION 3+06Elective
FBE 576 ACTIVE LEARNING IN SCIENCE EDUCATION 3+06Elective
FBE 577 PROJECT IN SCIENCE EDUCATION 3+36Elective
FBE 578 SCIENCE AND TECHNOLOGY PROBLEMS 3+06Elective
FBE 579 SCIENCE TECHNOLOGY SOCIETY AND SCIENCE LITERACY 3+06Elective
FBE 580 CONCEPT TEACHING AND CONCEPTUAL CHANGE IN SCIENCE EDUCATION 3+06Elective
FBE 581 SPECIAL TOPICS IN SCIENCE EDUCATION 3+06Elective
FBE 582 INFORMATİON TECHNOLOGY SUPPORTED SCİENCE TEACHİNG APPLİCATİONS 3+06Elective
FBE 583 INFORMATION TECHNOLOGIES SUPPORTED SCIENCE TEACHING APPLICATIONS - II 3+06Elective
FBE 591 CURRENT TRENDS IN SCIENCE EDUCATION 3+06Elective

2nd Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
FBE 571 EDUCATION STATISTICS 3+0 6 Compulsory
FBE 561 NATURE AND HISTORY OF SCIENCE 3+0 6 Compulsory
- Elective 3+0 6 Elective
- Elective 3+0 6 Elective
- Elective 3+0 6 Elective
  Total 30  
2nd Semester Elective Groups : Elective
Course CodeCourse TitleL+P HourECTSCourse Type
FBE 543 DESIGN BASED RESEARCH 3+06Elective
FBE 544 STEM INTEGRATION 3+06Elective
FBE 547 DEVELOPING LABORATORY ACTIVITIES IN SCIENCE TEACHING 3+06Elective
FBE 553 CHILDREN’S LITERATURE IN SCIENCE EDUCATION 3+06Elective
FBE 557 ROBOTIC APPLICATIONS IN EDUCATION 3+06Elective
FBE 560 TECHNOLOGY INTEGRATION IN SCIENCE EDUCATION 3+06Elective
FBE 564 RECENT DEVELOPMENTS IN BIOLOGY EDUCATION 3+06Elective
FBE 565 COMMUNICATIVE APPROACH IN SCIENCE COURSE AND DIALOGIC TEACHING 3+06Elective
FBE 568 BASIC CONCEPTS IN ENVIRONMENTAL EDUCATION AND ENVIRONMENTAL AWARENESS 3+06Elective
FBE 569 LABORATORY APPLICATIONS AND EXPERIMENTAL DESIGN IN BIOLOGY EDUCATION 3+06Elective
FBE 572 ACADEMIC WRITING AND APA 3+06Elective
FBE 573 QUALITATIVE RESEARCH IN SCIENCE EDUCATION 3+06Elective
FBE 576 ACTIVE LEARNING IN SCIENCE EDUCATION 3+06Elective
FBE 577 PROJECT IN SCIENCE EDUCATION 3+36Elective
FBE 578 SCIENCE AND TECHNOLOGY PROBLEMS 3+06Elective
FBE 579 SCIENCE TECHNOLOGY SOCIETY AND SCIENCE LITERACY 3+06Elective
FBE 580 CONCEPT TEACHING AND CONCEPTUAL CHANGE IN SCIENCE EDUCATION 3+06Elective
FBE 581 SPECIAL TOPICS IN SCIENCE EDUCATION 3+06Elective
FBE 582 INFORMATİON TECHNOLOGY SUPPORTED SCİENCE TEACHİNG APPLİCATİONS 3+06Elective
FBE 583 INFORMATION TECHNOLOGIES SUPPORTED SCIENCE TEACHING APPLICATIONS - II 3+06Elective
FBE 591 CURRENT TRENDS IN SCIENCE EDUCATION 3+06Elective

3rd Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
FBE 574 SCIENCE EDUCATION PROJECT 0+0 30 Compulsory
  Total 30  


COURSE & PROGRAM LEARNING OUTCOMES
Year : Compulsory Courses
Course TitleC/EPO 01PO 02PO 03PO 04PO 05PO 06PO 07PO 08PO 09PO 10PO 11PO 12PO 13PO 14PO 15
EDUCATION STATISTICSC** **    *   * 
EXPERTISE FIELD COURSESC               
NATURE AND HISTORY OF SCIENCEC****** **  ****
NEW APPROACHES IN SCIENCE EDUCATIONC***  **********
RESEARCH METHODS IN SCIENCE EDUCATIONC** ** ** ***** 
SCIENCE EDUCATION PROJECTC***************
Click to add elective courses...
Elective Courses
Course TitleC/EPO 01PO 02PO 03PO 04PO 05PO 06PO 07PO 08PO 09PO 10PO 11PO 12PO 13PO 14PO 15
BASIC CONCEPTS IN ENVIRONMENTAL EDUCATION AND ENVIRONMENTAL AWARENESSE****** * ***** 
CHILDREN’S LITERATURE IN SCIENCE EDUCATIONE***  *  **  ** 
SCIENCE TECHNOLOGY SOCIETY AND SCIENCE LITERACYE**** ** ** **  
ACADEMIC WRITING AND APAE***************
ACTIVE LEARNING IN SCIENCE EDUCATIONE******* * ****
COMMUNICATIVE APPROACH IN SCIENCE COURSE AND DIALOGIC TEACHINGE**** ***   ** *
CONCEPT TEACHING AND CONCEPTUAL CHANGE IN SCIENCE EDUCATIONE* **  *        
CURRENT TRENDS IN SCIENCE EDUCATIONE*** ******  ** 
DESIGN BASED RESEARCHE***************
DEVELOPING LABORATORY ACTIVITIES IN SCIENCE TEACHINGE***************
INFORMATION TECHNOLOGIES SUPPORTED SCIENCE TEACHING APPLICATIONS - IIE***   *   *    
INFORMATİON TECHNOLOGY SUPPORTED SCİENCE TEACHİNG APPLİCATİONSE***   *   * *  
LABORATORY APPLICATIONS AND EXPERIMENTAL DESIGN IN BIOLOGY EDUCATIONE***  **********
PROJECT IN SCIENCE EDUCATIONE*****  * *  **
QUALITATIVE RESEARCH IN SCIENCE EDUCATIONE** ***   * *** 
RECENT DEVELOPMENTS IN BIOLOGY EDUCATIONE***  **********
ROBOTIC APPLICATIONS IN EDUCATIONE********* *****
SCIENCE AND TECHNOLOGY PROBLEMSE******* *  ****
SPECIAL TOPICS IN SCIENCE EDUCATIONE*** * *  *   **
STEM INTEGRATIONE***************
TECHNOLOGY INTEGRATION IN SCIENCE EDUCATIONE***   **  *  **
L+P: Lecture and Practice
C: Compulsory
E: Elective
PQ: Program Learning Outcomes
TH [5]: Too High
H [4]: High
M [3]: Medium
L [2]: Low
TL [1]: Too Low
None [0]: None
FOE [0]: Field of Education
NQF-HETR : National Qualifications Framework For Higher Education in Turkey
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