1. THIRD CYCLE - DOCTORATE DEGREE
  3. MATHEMATICS AND SCIENCE TEACHING DEPARTMENT
General Information Prog. Learning Outcomes Teaching & Learning Methods Course Structure Course & Learning Outcomes LO - NQF-HETR Relation LO - FOE (Academic) LO - FOE (Vocational)

2911 SCIENCE EDUCATION PhD

GENERAL INFORMATION
The provisions of the Regulation on graduate education-teaching and examination are applied at Pamukkale University Institute of Educational Sciences. The language of the program is Turkish. However, accepted students are expected to have a level of English in order to follow and understand foreign field writing. Doctoral education consists of three parts: course, proficiency exam and thesis defense. Students admitted to the program must take at least 240 ECTS credit courses and complete successfully; they must be successful in the doctoral proficiency exam including oral exam. Students who are successful in the proficiency exam must prepare a doctoral thesis under the direction of a supervisor appointed by the Department and be successful in the thesis exam.

Objective
The main aim of the Ph.D. program of Science Education is to educate academicians who have a positive attitude towards teaching and research and who have the necessary professional skills in their field. Another aim of the program is to provide the students with a critical perspective by examining specific topics related to theories, researches, and evaluations related to education.


Admission Requirements
First cycle degree, the acceptable score on the centralized graduate entrance exam, placement through local oral/written exam and certificate of English proficiency

Graduation Requirements
Students have to complete a minimum of 240 ECTS credits (at least 13 courses) successfully, be successful in the proficiency exam and defend their doctoral thesis successfully.

Career Opportunties
Students who completed this program can work at different universities as an academic staff.

Qualification Awarded
Scıence Educatıon

Level of Qualification
Third Cycle (Doctorate Degree)

Recognition of Prior Learning
A successful student who has completed at least one semester in another institution / department of the university or another post-graduate program of another higher education institution may be admitted to the post-graduate programs by horizontal transfer. The conditions for acceptance by horizontal transfer are determined by the Senate.

Qualification Requirements and Regulations
Students have to complete a minimum of 240 ECTS credits (at least 13 courses) successfully, be successful in the proficiency exam and defend their doctoral thesis successfully.

Access to Further Studies
A student graduated with a good PhD Degree may carry on an academic carrier as a lecturer or post doctorate researcher.

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)
Contact information was not found.


PROGRAM LEARNING OUTCOMES
1Graduates of this program will have the sufficient level of knowledge about his/her field in order to meet the needs of student and use this knowledge in educational settings
2Graduates of this program will use therotical and practical knowledge at mastery level of his/her educational field and expand and elaborate them
3Graduates of this program will make suggestions to solve problems in his/her educational field using quantitative and qualitative research methods.
4Graduates of this program will know the developmental properties and learning patterns of targeted student groups that s/he will be working with and generate proper effective plans, develop material and make applications regarding these properties
5They will share current developments and their works in the field of education with the groups in written, oral and visual transfers and in a systematic way.
6They will take responsibility for the solution of the complex applications in the field of education, and produce new strategic approaches
7They will develop strategy, policy and implementation plans, in the field of education, and evaluate the results according the quality processes
8They will develop knowledge and skills to use information and communication technologies in the field of education
9They will collecte data and interprete them, which is about their research area of interest related to the field of education. During the introduction stages, they will respect social and ethical values
10They will apply their knowledge and problem solving skills in the field of education to interdisciplinary studies
11They will follow the new developments in his/her educational field, and interpret them in paralel of internatinational values and national realities.
12They will make critique and suggestions about education programs being conducted in our country.
13They will conduct her/his studies considering ethical, social and scientific values
14They will develop and apply original content in the field of education to train for researcher
15They will develop their independent study skills and skills to work in cooperation in the field of education
TEACHING & LEARNING METHODS
NameComments
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.
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
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
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.

PO - NQF-HETR Relation
NQF-HETR CategoryNQF-HETR Sub-CategoryNQF-HETRLearning Outcomes
INFORMATION  01
INFORMATION  02
SKILLS  01
SKILLS  02
SKILLS  03
SKILLS  04
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
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
    

PO - FOE (Academic)
No Records to Display

PO - FOE (Vocational)
No Records to Display

COURS STRUCTURE & ECTS CREDITS
Year :
Course Plan

1st Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
FBE 608 SCIENCE EDUCATION AND PHILOSOPHY OF SCIENCE 3+0 10 Compulsory
FBE 613 NEW APPROACHES IN SCIENCE EDUCATION 3+0 10 Compulsory
- Elective-I 3+0 10 Elective
  Total 30  
1st Semester Elective Groups : Elective-I

2nd Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
FBE 614 CURRICULUM DEVELOPMENT IN SCIENCE EDUCATION 3+0 10 Compulsory
FBE 617 DOCTORAL SEMINAR - I 0+2 10 Compulsory
- Elective-II 3+0 10 Elective
  Total 30  
2nd Semester Elective Groups : Elective-II

3rd Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
FBE 615 EDUCATIONAL STATISTICS 3+0 10 Compulsory
FBE 618 DOCTORAL SEMINAR - II 0+2 10 Compulsory
- Elective-3 3+0 10 Elective
  Total 30  
3rd Semester Elective Groups : Elective-3

4th Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
ENS 600 PROFICIENCY EXAM PREPARATION 0+0 20 Compulsory
ENS 602 THESIS PROPOSAL PREPARATION 0+0 10 Compulsory
  Total 30  

5th Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
FBE 600 DOCTORAL THESIS 0+0 20 Compulsory
FBE 800 PH.D. SPECIALIZATION FIELD COURSE 8+0 10 Compulsory
  Total 30  

6th Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
FBE 600 DOCTORAL THESIS 0+0 20 Compulsory
FBE 800 PH.D. SPECIALIZATION FIELD COURSE 8+0 10 Compulsory
  Total 30  

7th Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
FBE 600 DOCTORAL THESIS 0+0 20 Compulsory
FBE 800 PH.D. SPECIALIZATION FIELD COURSE 8+0 10 Compulsory
  Total 30  

8th Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
FBE 600 DOCTORAL THESIS 0+0 20 Compulsory
FBE 800 PH.D. SPECIALIZATION FIELD COURSE 8+0 10 Compulsory
  Total 30  


COURSE & PROGRAM LEARNING OUTCOMES
Year :
Numerical Verbal The Presence of Relationship
Compulsory Courses
Course TitleC/EPO 01PO 02PO 03PO 04PO 05PO 06PO 07PO 08PO 09PO 10PO 11PO 12PO 13PO 14PO 15
CURRICULUM DEVELOPMENT IN SCIENCE EDUCATIONC               
DOCTORAL SEMINAR - IC               
DOCTORAL SEMINAR - IIC               
DOCTORAL THESISC               
EDUCATIONAL STATISTICSC               
NEW APPROACHES IN SCIENCE EDUCATIONC               
PH.D. SPECIALIZATION FIELD COURSEC               
POSTGRADUATE COUNSELINGC               
PROFICIENCY EXAM PREPARATIONC               
SCIENCE EDUCATION AND PHILOSOPHY OF SCIENCEC               
THESIS PROPOSAL PREPARATIONC               
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
CONCEPTUAL CHANGE APPROACHES IN SCIENCE EDUCATIONE               
ECOLOGICAL FOOTPRINT AND SUSTAINABILITYE               
THE USE OF EFFECTIVE DISCOURSE TECHNIQUES IN SCIENCE COURSES AND DEVELOPMENT OF IN CLASS DISCOURSE QUALITYE***************
ARGUMENTATION IN SCIENCE EDUCATIONE               
CONSTRUCTIVISM AND INSTRUCTIONAL DESIGN IN SCIENCE EDUCATIONE               
CREATIVE DRAMA IN SCIENCE EDUCATIONE               
DESIGN BASED RESEARCHE               
DISCIPLINARY SCIENCE TEACHING IE               
ENVIRONMENTAL PERCEPTION AND ENVIRONMENTAL MOVEMENTS IN TURKEYE***************
GLOBAL ENVIRONMENT PROBLEMS IN PRIMARY EDUCATION PROGRAMSE***************
INTERDISCIPLINARY SCIENCE TEACHING -IIE***************
LEARNING PHYSIOLOGYE               
META ANALYSIS IN SCIENCE EDUCATIONE               
MIX RESEARCH METHODS IN SCIENCE EDUCATIONE               
NEW APPROACHES IN RENEWABLE ENERGY AND ENVIRONMENTAL TECHNOLOGIESE***************
OUT OF SCHOOL LEARNING ENVIRONMENTS IN SCIENCE INSTRUCTIONE               
SCIENCE EDUCATION AND EXPERIMENTAL STUDIESE               
SCIENCE EDUCATION AND HUMAN HEALTHE               
SCIENCE TEACHING BASED ON PROJECTE               
SELECTED TOPICS IN CHEMISTRY EDUCATIONE***************
SOCIOSCIENTIFIC ISSUES AND TEACHING IN SCIENCE EDUCATIONE***************
STEM EDUCATIONE               
THE IMPORTANCE OF CHEMICAL APPLICATIONS IN SCIENCE EDUCATIONE***************
L+P: Lecture and Practice
C: Compulsory
E: Elective
PO: 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