1. SECOND CYCLE - MASTER'S 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)

1521 Science Education

GENERAL INFORMATION
In the Science Education Master's Program, the provisions of the Pamukkale University Institute of Education Graduate Education and Training Regulation are applied. The language of the program is Turkish. The master's program with thesis enables the student to gain the ability to access, compile, interpret and evaluate information using scientific research methods. The master's program with thesis consists of a minimum of 120 ECTS credits, with a minimum of eight courses including a seminar course and a thesis study and a specialty course, provided that it is not less than 60 ECTS. The student has to register for the thesis period every semester starting from the acceptance of the thesis proposal.

Objective
To train specialist teachers and researchers who have deep knowledge and skills in the field of science education, can effectively use the learning and teaching methods required by the age, solve problems in science education from an interdisciplinary perspective, apply scientific research methods to their field, and learn lifelong learning for their professional development.


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

Graduation Requirements
A student must complete the required course load of ( 21 PAU Credits) 60 ECTS with a GPA of at least 3.00/4.00; present a research seminar and successfully prepare and defend a thesis.

Career Opportunties
Students who completed this program can work at different üniversities as an academic personel.

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
A student must complete the required course load of ( 21 PAU Credits) 60 ECTS with a GPA of at least 3.00/4.00; present a research seminar and successfully prepare and defend a thesis.

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)
Contact information was not found.


PROGRAM LEARNING OUTCOMES
1Graduates of this program will access to scientific knowledge through scientific research, and they can evaluate this knowledge and review them.
2Graduates of this program will develop knowledge using scientific data which is limited in the field of Science Education.
3they will improve the method and solve the problem, evaluate the analysis and apply the results, if necessary.
4They will share current developments and their works in the field of Science Education with the groups in written, oral and visual transfers and in a systematic way.
5They will take responsibility for the solution of the complex applications in the field of Science Education, and produce new strategic approaches.
6They will develop strategy, policy and implementation plans, in the field of science education, and evaluate the results according the quality processes.
7They will contribute to develop applications with competencies required by the laboratory in the field of science education.
8They will develop knowledge and skills to use information and communication technologies in science education.
9They will collecte data and interprete them, which is about their research area of interest related to the field of Science 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 science education to interdisciplinary studies.
11They will evaluate science education policy in our country, and provide recommendations for the review.
12They will make critique and suggestions about science education programs being conducted in our country.
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. 
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
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
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.
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
Programmed InstructionAt its basis lays the Individualization of instruction. Programmed instruction is an individual teaching technique, guided by the reinforcement principles of Skinner. Its Basic principles are: the principle of small steps, the principle of effective participation, the achievement principle, the

PO - 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
    

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 502 SCIENCE TEACHING I 3+0 7,5 Compulsory
FBE 570 RESEARCH METHODS IN SCIENCE EDUCATION 3+0 7,5 Compulsory
- Science Education Elective-1 3+3 7,5 Elective
- Science Education Elective-1 3+3 7,5 Elective
  Total 30  
1st Semester Elective Groups : Science Education Elective-1

2nd Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
FBE 599 SEMINAR 0+2 7,5 Compulsory
FBE 504 SCIENCE TEACHING II 3+0 7,5 Compulsory
- Science Education Elective-2 3+3 7,5 Elective
- Science Education Elective-2 3+3 7,5 Elective
  Total 30  
2nd Semester Elective Groups : Science Education Elective-2

3rd Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
FBE 500 MASTER'S THESIS 0+0 20 Compulsory
FBE 700 FIELD OF STUDY COURSE 6+0 10 Compulsory
  Total 30  

4th Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
FBE 500 MASTER'S THESIS 0+0 20 Compulsory
FBE 700 FIELD OF STUDY COURSE 6+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 12
FIELD OF STUDY COURSEC            
MASTER'S THESISC*           
POSTGRADUATE COUNSELINGC            
RESEARCH METHODS IN SCIENCE EDUCATIONC****** *****
SCIENCE TEACHING IC* *** ******
SCIENCE TEACHING IIC****** *****
SEMINARC*           
Click to add elective courses...
Elective Courses
Course TitleC/EPO 01PO 02PO 03PO 04PO 05PO 06PO 07PO 08PO 09PO 10PO 11PO 12
APPLIED ECOLOGY AND EDUCATIONE****** ***  
BASIC BIOLOGICAL APPROACHES IN SCIENCE EDUCATIONE************
BASIC CHEMICAL APPROACHES IN SCIENCE EDUCATIONE*****   **  
BASIC PHYSICAL APPROACHES IN SCIENCE EDUCATIONE************
BIOLOGICAL DIVERSITY AND CONSERVATIONE******  **  
BIOMIMICRY APPLICATIONS IN ENGINEERING DESIGNE************
CHILDREN'S LITERATURE IN SCIENCE EDUCATIONE***  ** ** *
COMMUNICATIVE APPROACH IN SCIENCE COURSE AND DIALOGIC TEACHINGE************
COMPUTER ASSITED SCIENCE EDUCATION IE*  ******** 
COMPUTER ASSITED SCIENCE EDUCATION IIE****** * * *
CONCEPT TEACHING IN SCIENCE EDUCATIONE** *  *     
CURRENT TRENDS AND IMPLICATIONS IN INSTRUCTIONAL TECHNOLOGYE************
DATA COLLECTION AND ANALYSIS IN DIGITAL ENVIRONMENTSE************
DEVELOPING LABORATORY ACTIVITIES IN SCIENCE TEACHINGE************
DEVELOPMENT AND LEARNINGE            
ENVIRONMENT AND ENVIRONMENTAL EDUCATIONE****** ***  
EXAMINING THE SUITABILITY OF SCIENCE TEXTBOOKS TO THE CURRICULUME**  ********
GOAL ANALYSIS AND TEST DEVELOPMENT IN TEACHING SCIENCEE*  **    *  
HISTORICAL DEVELOPMENT OF BASIC CONCEPTS IN SCIENCE EDUCATIONE****** *****
HISTORY AND NATURE OF SCIENCE IN SCIENCE EDUCATIONE************
HISTORY OF ASTRONOMYE************
ICT BASED SCIENCE TEACHING APPLICATIONS - IE************
ICT BASED SCIENCE TEACHING APPLICATIONS - IIE************
IMPORTANCE OF BIOLOGY IN SCIENCE EDUCATION AND BIOLOGY TEACHINGE*****   *
INFORMATION TECHNOLOGY AND APPLICATIONS IN SCIENCE EDUCATIONE       ***
INTRODUCTION TO QUALITATIVE RESEARCH IN SCIENCE EDUCATIONE************
MANAGEMENT AND SUPERVISION IN SCIENCE EDUCATIONE********* **
METHODIC APPROACHES IN ENVIRONMENTAL EDUCATIONE******* **  
NEW APPROACHES IN SCIENCE EDUCATIONE  **** *****
ORGANS. TECH-BASED LEARN. ENV IN SCIENCE EDU.E            
PLANNING AND ASSESSMENT IN EDUCATIONE**** * *****
PREPARATION OF PROJECTS IN SCIENCE EDUCATIONE**  ******* 
PROGRAM DEVELOPMENT IN SCIENCEE************
SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATIONE************
SCIENCE, TECHNOLOGY, SOCIETYE************
SOCIOSCIENTIFIC ISSUES IN SCIENCE EDUCATIONE******  ****
SPECIAL TOPICS IN SCIENCE EDUCATIONE****** *** *
STATISTICS AND DATA ANALYSIS TECHNIQUESE************
TECHNICAL WRITINGE* ** ** *** 
THE IMPORTANCE OF ADVANCED BIOLOGICAL EDUCATION AND ITS APPLICATION AREAS IN SCIENCE EDUCATIONE******  **  
THE IMPORTANCE OF GENETICS AND BIOETHICS EDUCATION IN SCIENCE TEACHINGE***** * ****
THE SIGNIFICANCE OF GEOLOGY IN SCIENCESE************
THEORIES OF TEACHING AND LEARNINGE************
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