Web Site of the Department

Head of Department : Hakan Akçay

Professors : Emine Adadan, Hakan Akçay, Ebru Kaya, Sevda Yerdelen Damar.

Associate Professors : Engin Ader, Sevil Akaygün, Muhammet Arıcan, Serkan Arıkan, Gülseren Karagöz Akar, Fatma Aslan Tutak, Fatih Çağlayan Mercan, Ebru Zeynep Muğaloğlu, Serkan Özel, Özden Şengül.

Assistant Professors : Kemal Akoğlu, Osman Akşit, Gaye Defne Ceyhan MacLellan, Devrim Güven, Hasan Özgür Kapıcı, Oğuz Köklü, Yeşim İmamoğlu.

Assistants:Arif Böyüksolak, Berfin Huraibat, Melek Pesen, Mervenur Belin, Zeynep Aydın, Beyza Okan, Arife Şahin.

* Part time

The Department of Mathematics and Science Education coordinates several teacher education programs, namely Science Education, Primary School Mathematics Education, Chemistry Education (and Teaching Chemistry), Secondary School Mathematics Education (and Teaching Mathematics), and Physics Education (and Teaching Physics).

The department aims to produce science and mathematics educators who are able to meet the increasing demand for high quality teaching. The programs also encourage students to benefit from experiences in both formal and informal learning settings investigating the teaching of science and mathematics. With the strong focus on research, the programs prepare students to be informed consumers of educational research, to carry out action research as practitioners and as strong candidates for graduate studies. Graduates are expected to be reflective and competent educators, sensitive to the demands of their job, responsive to a developing education system and technological requirements, committed to continuing their own professional development, and ready to play a leading role in the field of science and mathematics education.

All programs include courses offered by the departments of the Faculty of Arts and Sciences (predominantly in the first two years) and the Faculty of Education starting from the first year to the final year. Courses offered by the Faculty of Education include curriculum and professional studies introducing various aspects of education, psychology, guidance, and classroom management. Courses offered by the Department of Mathematics and Science Education integrate theoretical considerations in the field with methodology and practical applications in the selected primary, middle, and high schools.

A. CHEMISTRY EDUCATION

Professors: Emine Adadan

Associate Professors: Sevil Akaygün

Established

1982

ISCED Code

145

Educational goals and objectives

The program aims to produce chemistry educators who are able to meet the increasing demand for high quality teaching. The program also encourage students to benefit from experiences in both formal and informal learning settings investigating the teaching of chemistry. With the strong focus on research, the programs prepare students to be informed consumers of educational research, to carry out action research as practitioners and as strong candidates for graduate studies. Graduates of the program are expected to be reflective and competent educators, sensitive to the demands of their job, responsive to a developing education system and technological requirements, committed to continuing their own professional development, and ready to play a leading role in the field of chemistry education.

Admission and special requirements

Article 6

1. Admission to undergraduate programs is carried out in accordance with the principles determined by the University Senate, based on the Higher Education Law No. 2547 and the regulations and decisions of the Council of Higher Education (YÖK).

2. Applications and admissions of international students are conducted in accordance with relevant legislation and Senate-approved guidelines.

3. Applications and admissions for internal or external transfers are carried out in accordance with applicable legislation and the principles determined by the University Senate.

Acknowledgement of previous learning

Course Exemptions and Credit Transfers
Article 14

1. Credits earned by students at another institution of higher education may be transferred and counted toward the requirements of the current undergraduate program upon the decision of the relevant administrative board.

2. The following rules apply to credit transfer procedures:
   a) Courses previously taken, but not used towards a degree and from which the student has formally withdrawn from the former institution, may be transferred if a minimum grade of CC was earned, subject to the approval of the relevant board.
   b) The maximum time for completing credit transfer procedures is regulated by relevant rules and must not exceed the beginning of the registration period of the semester following admission to the undergraduate program.
   c) Courses taken at another higher education institution during an exchange program must be transferred by the end of the course add/drop period of the semester following the student’s return.
   ç) Courses previously taken at Boğaziçi University are transferred with both their original grades and credits.
   d) Courses taken at another institution are transferred with a Pass (P) grade and credit. If the content of these courses is equivalent to those offered at Boğaziçi University but the credit hours differ, the department evaluates their equivalency based on theoretical, practical, and laboratory hours. The equivalent credit is then approved by the relevant administrative board.

3. Exemption principles for first-year courses are determined by the University Senate.

Graduation requirements

Article 31

1. In order to graduate and be eligible for a diploma, a student must:
   a) Complete the final semester (excluding the summer term) as a registered student at the University.
   b) Pass all credit and non-credit courses with at least a DD or P grade.
   c) Complete at least half of the required graduation credits, including a portion determined by the department, through courses taken at Boğaziçi University. Exceptions may be granted by the University Executive Board in special cases.
   ç) Achieve a minimum cumulative GPA of 2.00.

2. Within the maximum period of study:
   a) Students whose GPA is at least 2.00 and who have failed only one course (credit or non-credit) required for graduation may, with the instructor’s approval and the decision of the relevant administrative board, be allowed to meet the requirement through a make-up exam or an equivalent academic task, without retaking the course. In such cases, the highest grade that may be awarded is DD. If unsuccessful, the student must retake the course and all other applicable regulations apply.
   b) A student who has completed all required credits but has a GPA below 2.00 may, with the advisor’s and board’s approval, retake courses with DC or DD grades until they meet graduation requirements, without being subject to Article 27, paragraph 3.

3. The graduation decision of a student who has met all the requirements cannot be postponed.

Program learning outcomes

1. To have knowledge of theoretical and experimental chemistry as well as basic knowledge of other natural sciences and mathematics.
2. To have basic pedagogical knowledge (learning theories, instructional planning process, material development, classroom management, guidance and counseling, etc.).
3. To be able to plan, implement, and evaluate the chemistry instructional process within the framework of student needs, using certain teaching methods, materials, and technology based on various learning theories in line with the objectives of the chemistry curriculum.
4. To be able to design and implement experiments and activities that support conceptual learning, based on inquiry based teaching, which will enable students to understand the nature of science and develop scientific process skills.
5. To be able to develop and apply assessment-evaluation tools that are appropriate for grade level and student level to evaluate chemistry instruction as well as using the results as a basis for making decisions about students and instruction.
6. To have knowledge of educational research methods, to be able to follow scientific research on chemistry education as well as being able to design research on chemistry learning-teaching processes and materials.
7. To be able to observe school and learning environments and analyze their components and make self-evaluation of their professional competencies and development.
8. To study local and global social culture from different perspectives and to develop interests and skills in scientific, cultural, and social areas to support professional and personal development.
9. To have advanced and fluent oral and written communication skills in both native and foreign languages.
   
   

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