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ABSTRACTS:The
purpose of the present study was to evaluate the implementation process
in a 'Science Education-Target Analysis' graduate course at Fatih Faculty
of Education of Karadeniz Technical University. The course was carried
out with 23 physics, chemistry and science education graduate students.
Students completed six homework projects during the course. Data were
collected through a questionnaire and written analyses of projects. The
questionnaire consisted of two parts: The first part included background
information. The second part consisted of three open-ended questions that
assessed the student difficulties while they were working on the projects.
A total of six projects were assessed through using 20 different criteria.
Each item in the criteria was assigned 5 points for reflecting intended
objectives, 2.5 points for reflecting partially intended objectives and
0 point for reflecting false objectives or unprepared projects. Differences
between groups (i.e., physics, chemistry, and science education) were
investigated by one-way analysis of variance and Tukey post hoc analyses.
Results showed that the achievement scores of the physics, chemistry,
and science education groups were approximately 78%, 84%, and 92%, respectively.
Furthermore, a significant difference was found between the physics and
science education students (p < .05). An important result of the study
was that most of the intended objectives of the course were achieved.
Recommendations regarding the course implementation for lecturers, researchers,
and teachers are provided.
KEY WORDS: Science
education, Objective analysis, Graduate course activities
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