Kimya Öğretmenliği Lisans Diploması

ISCO:08

ISCO:08

The aim of the Department of Chemistry Education, which provides formal education, is to raise qualified educators with modern knowledge and skills to meet the educational needs of the country and to conduct scientific researches and projects essential for the field of chemistry education in order to contribute to this discipline. For this purpose, our department provides academic study environment needed both for the students and the academic staff and follows innovations.

Education is provided in the offices of our teaching staff, in the classrooms of Necatibey Faculty of Education, and in our chemistry laboratories.

• Skills to use their chemistry knowledge in teaching chemistry.
• Skills to use their chemical education knowledge in chemistry teaching.
• Chemistry lesson planning and time management skills.
• Skills to use various educational methods and theories in conducting chemistry courses.
• Raise citizens who are devoted to Atatürk’s Revolutions and Principles and to Atatürk’s nationalism found its statement in the Constitution; embrace and improve the Turkish Nation’s national, ethical, humanitarian, spiritual and cultural values; love and try to uphold their families, the country and the nation; are aware of their missions and responsibilities against human rights and the democratic, secular, social and constitutional state of the Republic of Turkey, which is based on the fundamental principles in the constitutional law, and internalize them.
• Develop skills of chemistry laboratory applications (designing and running experiments, concluding their results).
• Develop critical thinking skills.
• Skills to understand students’ in and outside of classroom situations.
• Skills to interpret course outcomes.
• Skills to do stoichiometric and experimental calculations.
• Skills to construct relations among chemistry and other sciences.
• Skills to use history of chemistry in their courses.
• Skills to gather, solve, interpret and make conclusions out of scientific data
• Believe in the necessity of learning foreign languages and develop skills to use foreign languages.
• Use appropriate measurement-evaluation techniques in their courses.
• Competencies to conduct projects related to their subject areas.
• Skills to transfer knowledge, ideas, questions and their solutions to the audience who are interested in the topic.
• Working skills taking into account global and social framework, especially health, safety and environmental issues.
• Being sensitive to environmental problems.
• Skills to adapt to new situations and to solve problems.
• Skills to make disciplinary and interdisciplinary teamwork.
• Skills to make independent work.
• Skills to organize laboratory in a safe way.
• Knowledge about computer hardware and software required by the subject area and skills to use information and communications technologies.
• Skills of written and verbal communication skills in their native language.
• Skills of making graphs in different types and interpreting them.
• Science literacy.
• Skills to use various educational and teaching materials in chemistry courses.
• Skills to communicate with students in classroom and laboratory environments.
• Skills to communicate with students, other teachers and administrators outside the classroom environments.
• Developing an understanding of the importance of argumentation in chemistry education and science-based learning
• Attaining necessary skills to evaluate chemistry curriculums with an analytical approach.

The graduates have advanced levels of the following key competencies:

• Literacy competence
• Multilingual competence
• Mathematical competence and competence in science, technology and engineering
• Digital competence
• Personal, social and learning to learn competence
• Citizenship competence
• Entrepreneurial competence
• Cultural awareness and expression competence

Measurement and evaluation methods; exam types and their contribution to the course grade are determined by the senates of higher education institutions in accordance with the basic principles determined by the Council of Higher Education (YÖK). Different methods such as homework, project, application, midterm and final exam are used in measurement and evaluation. Systems based on letters or grades are used in the evaluation of student success. The contribution of in-semester evaluations to the success grade is calculated as 40%, and the contribution of final evaluations to the success grade is calculated as 60%. The success grade of a course is converted into one of the letter grades in the table below according to the principles determined by the Senate:

Success Grade                  Coefficient           SCORES (over 100)                                                             

          AA                           4,00                     100-90

          BA                           3,50                     85-89

          BB                           3,00                      80-84

          CB                           2,50                      70-79

          CC                           2,00                      60-69

          DC                           1,50                     55-59

          DD                           1,00                     45-54

           FF                           0,00                     44 and below

           DZ                           ----

           YZ                           ---

In order to monitor the quality of higher education programs;

YÖK is responsible for planning, organizing, managing and supervising the education and training and other activities carried out in higher education institutions.

“University Monitoring and Evaluation Reports” of higher education institutions prepared within the framework of the criteria determined by YÖK are published every year. According to these reports, the reports containing quantitative and qualitative evaluations of higher education institutions are shared with the public by YÖK.

YÖK annualy publishes the “Foundation Higher Education Institutions Report” containing academic, administrative and financial data of foundation higher education institutions. These reports containing quantitative and qualitative evaluations of foundation higher education institutions are shared with the public by YÖK.

The quality assurance of undergraduate programs in higher education is provided according to the “Procedures and Principles for Providing Quality Assurance of Higher Education Diploma Programs”:

1.         Creation and Approval of Curriculum Programs

1.1.      YÖK determines the minimum standards and criteria required for opening undergraduate departments and programs in higher education institutions.

1.2.      The curriculum of undergraduate programs in higher education institutions and the learning outcomes that each program will provide to students are determined by the senates of higher education institutions in accordance with the basic principles determined by YÖK on these issues.

1.3.      The curriculum of the National Core Education Programs is implemented by higher education institutions with the approval of YÖK after being approved by the relevant Deans' Council.

2.         Measurement-Evaluation: How the measurement and evaluation of the learning outcomes that each undergraduate program will provide to students will be carried out is carried out in accordance with the education, training and examination regulations prepared by higher education institutions in accordance with the basic principles determined by YÖK on these issues.

3.         Certification: Students enrolled in undergraduate programs receive a bachelor's degree if they successfully complete the course credits and other obligations determined by higher education institutions.

4.         Self-Assessment-External Evaluation: In the context of continuous monitoring, higher education institutions enter the “Internal Institutional Evaluation Reports” of the previous year into the Information System prepared by the Higher Education Quality Board (YÖKAK) at the beginning of each year. YÖKAK shares the “Institutional Feedback Report” prepared for the external evaluation of higher education institutions with the public. In addition, accreditation decisions made by accreditation institutions authorized or recognized by YÖKAK also show that the quality assurance of the program qualifications is provided. YÖKAK conducts regular review activities regarding the qualifications determined in accordance with its legislation. Association for Evaluation and Accreditation of Teacher Education Programs (EPDAD)

Accreditation Start - End Date: 01.05.2024 - 01.05.2029

Candidates must have graduated from high schools or equivalent educational institutions and have received sufficient scores from university exams conducted by ÖSYM (The Student Evaluation and Placement Center).

Undergraduate transfer applications of candidates studying in similar programs of higher educational institutions in Turkey or abroad are taken into consideration within the quota granted to our program and in accordance with the relevant regulations.

Graduates may work as teachers in public and private secondary schools of Ministry of National Education. They may also work at the private courses of Ministry of National Education whose purpose are to prepare students for the highschool and university entrance examinations.

1. Law No. 2547 on Higher Education
   1. 1 Regulation on the Principles of Transfer, Double Major, Minor and Inter-Institutional Credit Transfer between Associate and Undergraduate Programs in Higher Education Institutions

                   1.2 Regulation on the Continuation of Undergraduate Education of Vocational Schools and Open Education Associate Degree Program Graduates

       2.Law No. 2547 on Higher Education (Additional Article-35)

                   2.1 Regulation on Higher Education Quality Assurance and Higher Education Quality Board

Qualification is continuous