1. THIRD CYCLE - DOCTORATE DEGREE
  3. MATHEMATICS AND SCIENCE TEACHING DEPARTMENT
  4. 2911 SCIENCE EDUCATION PhD
Course Information Course Learning Outcomes Course's Contribution To Program ECTS Workload Course Details
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COURSE INFORMATION
Course CodeCourse TitleL+P HourSemesterECTS
FBE 608SCIENCE EDUCATION AND PHILOSOPHY OF SCIENCE3 + 01st Semester10

COURSE DESCRIPTION
Course Level Doctorate Degree
Course Type Compulsory
Course Objective By examining basic questions in philosophy of science such as what is science? What are the methods of testing in science? What is the nature of scientific explanations? The course aims to help students grasp the conceptual foundations of science. The students will gain knowledge and skills to effectively teaching of nature of science within science education.
Course Content Review of basic philosophical concepts such as proposition, argument, good and bad reasoning, different types of reasoning (deductive and inductive), necessary and sufficient conditions and counter example. Why is the question “what is science” philosophically important? Does the question have any practical implications? What can we gain by discovering distinguishing characteristics of science from other kinds of activities? The tentative, empirical, theory laden, creative, and inferential aspects of nature of science Relationship among scientific hypothesis, theories, and laws. What are misconceptions that students and teachers about the nature of science? What are the reasons for these misconceptions? Perspectives about the nature of science, which depends on the individual variables? How can be identified perspective of individuals on the philosophy of science? What about the philosophy of science can be taught at early childhood, elementary and the upper levels of educational level? Implicit approach to the nature of science teaching Historical approach to teach the nature of science The explicit reflective approach to instruction the nature of science Using conceptual change framework to teach the nature of science Application of Results from scientific explanation and the nature of science debate to evolution creationism debate The relation between the basic issues in philosophy of science and educational policies
Prerequisites No the prerequisite of lesson.
Corequisite No the corequisite of lesson.
Mode of Delivery Face to Face

COURSE LEARNING OUTCOMES
1 Students will grasp the basic issues in philosophy of science 2- They will be able to assess the basic strength and weakness of various theories of science 3- They will gain ability to be able to develop their own alternative views about the topics 4- They will be able to relate these theoretical issues to practical issues such education policies in secular schools. 5- They will be able to design and conduct a research on teaching of nature of science

COURSE'S CONTRIBUTION TO PROGRAM
PO 01PO 02PO 03PO 04PO 05PO 06PO 07PO 08PO 09PO 10PO 11PO 12PO 13PO 14PO 15
LO 001               
Sub Total               
Contribution000000000000000

ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION
ActivitiesQuantityDuration (Hour)Total Work Load (Hour)
Course Duration (14 weeks/theoric+practical)14342
Hours for off-the-classroom study (Pre-study, practice)4728
Assignments440160
Mid-terms11515
Final examination11515
Total Work Load

ECTS Credit of the Course





260

10
COURSE DETAILS
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 Course TermNoInstructors
Details 2019-2020 Fall1BİLGE CAN


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Course Details
Course Code Course Title L+P Hour Course Code Language Of Instruction Course Semester
FBE 608 SCIENCE EDUCATION AND PHILOSOPHY OF SCIENCE 3 + 0 1 Turkish 2019-2020 Fall
Course Coordinator  E-Mail  Phone Number  Course Location Attendance
Prof. Dr. BİLGE CAN bilgecan@pau.edu.tr EGT A0009 %90
Goals By examining basic questions in philosophy of science such as what is science? What are the methods of testing in science? What is the nature of scientific explanations? The course aims to help students grasp the conceptual foundations of science. The students will gain knowledge and skills to effectively teaching of nature of science within science education.
Content Review of basic philosophical concepts such as proposition, argument, good and bad reasoning, different types of reasoning (deductive and inductive), necessary and sufficient conditions and counter example. Why is the question “what is science” philosophically important? Does the question have any practical implications? What can we gain by discovering distinguishing characteristics of science from other kinds of activities? The tentative, empirical, theory laden, creative, and inferential aspects of nature of science Relationship among scientific hypothesis, theories, and laws. What are misconceptions that students and teachers about the nature of science? What are the reasons for these misconceptions? Perspectives about the nature of science, which depends on the individual variables? How can be identified perspective of individuals on the philosophy of science? What about the philosophy of science can be taught at early childhood, elementary and the upper levels of educational level? Implicit approach to the nature of science teaching Historical approach to teach the nature of science The explicit reflective approach to instruction the nature of science Using conceptual change framework to teach the nature of science Application of Results from scientific explanation and the nature of science debate to evolution creationism debate The relation between the basic issues in philosophy of science and educational policies
Topics
WeeksTopics
1 what is the scienticif research
2 what is the yl
3 assumption of the theses
4 research
5 analysis and application methods
6 what is project
7 step of project
8 presentation of project
9 Project supports
10 Project monitoring process
11 research and support project
12 integration of the other subject
13 general information about graduate thesis
14 final exam
Materials
Materials are not specified.
Resources
ResourcesResources Language
3. Doğan, N., Çakıroğlu, J, Bilican, K., Çavu, S. (2009). Bilimin Doğası Öğretimi. Pegem Yayıncılık. Türkçe
Bilimsel Devrimlerin Yapısı (Thomas Khun),Türkçe
Bilimsel Bilginin Gelişimi ve Bilimsel Bilginin Gelişimiyle İlgili Teorilerin Eleştirisi (İmre Lakatos ve Alan Musgrave (editörler) Lederman, N., G., 2007),Türkçe
Nature of science: Past, present, and future. Handbook of Research on Science Education, Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.Türkçe
Course Assessment
Assesment MethodsPercentage (%)Assesment Methods Title
Final Exam50Final Exam
Midterm Exam50Midterm Exam
L+P: Lecture and Practice
PQ: Program Learning Outcomes
LO: Course Learning Outcomes