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Description of Individual Course UnitsCourse Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | FB131 | Argumentation Model and Applications | Elective | 1 | 1 | 6 |
| Level of Course Unit | Second Cycle | Objectives of the Course | The aim of this course is to provide graduate students with detailed information about the argumentation model, which is one of the learning models and approaches emphasized in the Science Course Curriculum. In addition, it is aimed for graduate students to gain awareness about the applications of this model and to effectively implement the model in classroom applications. | Name of Lecturer(s) | Dr. Öğr. Üyesi Bilge ÖZTÜRK | Learning Outcomes | 1 | Understand the nature of the argumentation model. | 2 | Know the benefits of the argumentation model and understand the importance of its application in science teaching. | 3 | Know and design activities for the application of the argumentation model. |
| Mode of Delivery | Normal Education | Prerequisites and co-requisities | None | Recommended Optional Programme Components | None | Course Contents | -Definition of the argumentation model
-Argumentation models of different researchers (Toulmin, Aristotle, Walton)
-Argument types
-Classroom applications of the argumentation model (Table of expressions, Concept maps consisting of student ideas, Theories competing with cartoons, Theories competing with stories, Theories competing with ideas and evidence, Argument structuring, Prediction-observation-explanation, Pair talk, From pairs to fours, Listening trios, Sending ambassadors , Role playing)
-Contributions of the argumentation model to science teaching | Weekly Detailed Course Contents | |
1 | Introduction to the course, general information about the course and the resources to be used | | | 2 | Argumentation model and content | | | 3 | Argumentation models of different researchers (Toulmin, Aristotle, Walton) | | | 4 | Argumentation models of different researchers (Toulmin, Aristotle, Walton) | | | 5 | Argument types (Analytical, rhetorical and dialectical arguments) | | | 6 | Argument types (Analytical, rhetorical and dialectical arguments) | | | 7 | Classroom applications of the argumentation model (Table of expressions, Concept maps consisting of student ideas,) | | | 8 | Midterm exam | | | 9 | Classroom applications of the argumentation model (Theories competing with cartoons, Theories competing with stories) | | | 10 | Classroom applications of the argumentation model (Theories competing with ideas and evidence, Argument structuring) | | | 11 | Classroom applications of the argumentation model (Prediction-observation-explanation, Pair talk, From pairs to fours) | | | 12 | Classroom applications of the argumentation model (Listening trios, Sending ambassadors, Role playing) | | | 13 | Designing sample activities for classroom applications of the argumentation model | | | 14 | Designing sample activities for classroom applications of the argumentation model | | | 15 | Contributions of the argumentation model to science teaching | | | 16 | Final Exam | | |
| Recommended or Required Reading | Anagün, Ş.Ş., & Duban, N. (Ed., 2014). Science teaching. Ankara: Anı Publishing.
Demirci-Güler, M.P. (Ed., 2017). Fen bilimleri öğretimi. Ankara: Pegem Akademi Yayıncılık.
Balım, A.G. (Ed., 2019). Innovative approaches in science education. Ankara: Anı Publishing.
Postgraduate theses on the argumentation model
Argumentation model related article studies | Planned Learning Activities and Teaching Methods | | Assessment Methods and Criteria | |
Midterm Examination | 1 | 100 | SUM | 100 | |
Final Examination | 1 | 100 | SUM | 100 | Term (or Year) Learning Activities | 30 | End Of Term (or Year) Learning Activities | 70 | SUM | 100 |
| Language of Instruction | Turkish | Work Placement(s) | None |
| Workload Calculation | |
Midterm Examination | 1 | 1 | 1 | Final Examination | 1 | 2 | 2 | Criticising Paper | 7 | 5 | 35 | Self Study | 9 | 4 | 36 | Individual Study for Mid term Examination | 5 | 4 | 20 | Individual Study for Final Examination | 7 | 5 | 35 | Reading | 8 | 5 | 40 | |
Contribution of Learning Outcomes to Programme Outcomes | LO1 | 2 | 4 | 3 | 3 | 4 | 5 | 4 | 5 | 1 | 2 | 3 | LO2 | 2 | 4 | 3 | 3 | 4 | 5 | 4 | 5 | 1 | 2 | 3 | LO3 | 2 | 4 | 3 | 3 | 4 | 5 | 4 | 5 | 1 | 2 | 3 |
| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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