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Specification Document of Chemistry Program

Department of Science, Faculty of Education

Basic Information about the Program

Program Title and Final Award

Chemistry

Awarding Body/ Institution

Faculty of Education – Sana’a University

Teaching Institution/ Responsible Department

 Department of Science Curricula & Teaching Methods

Other departments involved in teaching the program

Department of Mathematics and all educational departments

Medium of Instruction

Arabic

Program Start Year (for Newly Specified Programs)

2020–2021

Study Mode

Regular

Place of Study

Faculty of Education – Sana’a University.

Study System

Two semesters

Duration of the Program

Four years of study (eight semesters)

Possible Future Career Options for Graduates

Chemistry teacher, researcher, lab secretary & lab specialist

Levels of Award/ Final Award

Four-year Bachelor’s Degree. Students who withdraw before graduation shall receive a Non-Graduate Transcript reflecting the scores earned in their completed courses. 

Prerequisite Qualifications

High School Degree (Scientific Section)

Required Average Grade for Admission

According to the Faculty’s admission policy

Other Requirements

Requirements adopted by Sana’a University/ Faculty of Education

Program Coordinator

Dr. Bashir Ahmed Mufarreh

Date of Program Specification/Latest Accreditation

2022

 

Department Mission

Preparing teachers for secondary education (grades 10–12) by offering specialized teacher preparation programs tailored to this stage, focusing on Chemistry, Physics, and Biology, and enhancing their teaching skills and creativity through pre-service and in-service training to be able to excel in both local and regional labor markets.

Department Aims

Aligned with the overarching aims of the Faculty of Education to cultivate proficient educators, the Department of Science Curricula endeavors to achieve the following aims through its programs and curricula:

1.      Qualifying and preparing pre-service science teachers by offering specialized, developed, and high-quality teacher preparation programs specifically tailored to Biology for secondary education stage.

2.      Contributing to in-service training of Science teachers by offering professional development programs that enhance their skills, values, and positive attitudes towards the teaching profession, and promote the principle of lifelong learning.

3.      Providing consultations by departmental teaching staff and their active participation in conferences and workshops dedicated to discussing educational issues pertinent to the advancement of Science curricula as well as teaching methods and strategies.

4.      Conducting educational research focused on Science curricula, integrating modern teaching methods, strategies, and models into the curriculum teaching process.

5.      Providing appropriate service to the community, educational and pedagogical institutions and educational research centers, by implementing studies and providing consultations that contribute to developing educational practices in the field and address any imbalances in the education system.

6.      Developing Science teacher programs in alignment with international standards, meeting the community demands for qualified teachers across various disciplines, and providing the educational expertise required to assist other faculties in developing their programs.

7.      Implementing research on the integration of computers in teaching science, ensuring the incorporation of technology into science teacher qualification, and emphasizing the use of computer information technology in training student teachers enrolled in the preparation programs.

8.      Implementing courses and workshops dedicated to the professional development of the teaching staff across various faculties at Sana’a University, in partnership with the University specialized centers, aiming to contribute to enhancing the quality of teaching performance throughout the University. 

9.      Emphasizing the professional teaching ethics and morals as a shared responsibility of both teaching staff and student teachers enrolled in the Department programs.

10.  Contributing to the development of the quality system in administrative and academic aspects, including the implementation of self-evaluations to ensure the quality of departmental programs.

11.  Seeking accreditation for the programs offered by the Department from recognized local, regional, and international bodies and organizations.

12.  Facilitating the exchange of experiences and information with scientific institutions involved in science curricula and teaching, whether at the local, regional, or global level.

Program Mission

Preparing student teacher candidates to efficiently teach Chemistry for grades 10–12 with a high level of competence by providing them with the knowledge, skills, and attitudes necessary to practice the teaching profession.

Program Aims

  • The program seeks to achieve the following aims:

    1.    Providing students with foundational concepts in science and equipping them with the ability to design and execute scientific experiments, analyzing their results and applying scientific methods for diagnosing and solving problems.

    2.    Empowering students to translate problems into mathematical formulas, utilize abstract models for describing physical systems and natural phenomena, practice scientific reasoning skills, and adopt a logical and critical approach in addressing issues.

    3.    Providing students with essential principles of education foundations, psychology, teaching methods, and curriculum design.

    4.    Enabling students to develop professional skills, self-confidence, respect for people from diverse cultures and backgrounds, and the ability to work individually or within a team.

    5.    Enabling students to master good communication skills, use computers, and apply modern tools and techniques to improve professional performance.

Program References:

The program design and development were based on the following:

  1. Yemeni Universities Law and Executive Regulations, 2012.
  2. First level standards developed by the Council for Academic Accreditation and Quality Assurance, Ministry of Higher Education and Scientific Research, Republic of Yemen.
  3. Faculty of Education (Sana’a) Guide, 2003.
  4. Regulations and Outputs of the Academic Development and Quality Assurance Center, Sana’a University.
  5. Reform Project of Science and Mathematics Teachers’ Preparation Programs in Yemen
  • Department of Biology Teacher, Ibb University, Yemen.
  • Department of Science, Gaza University, Palestine.
  • Department of Natural and Applied Sciences, Baghdad University, Iraq

Program Intended Learning Outcomes (PILOs):

First: Knowledge and Understanding

Upon successful completion of this program, graduates will be able to:

A1 Demonstrate knowledge and understanding of concepts, principles, and theories in science.

A2 Demonstrate knowledge and understanding of pedagogical concepts, theories, and practices essential for teaching and learning science, along with the ability to solve educational problems effectively.

A3 Display knowledge and understanding of general culture concepts and principles.

 

Second: Intellectual Skills

Upon successful completion of this program, graduates will be able to:

B1  Analyze concepts, principles and theories pertinent to the natural sciences.

B2  Employ scientific methods required to fulfill professional duties.

B3  Create a learning and teaching environment to encourage creative and critical thinking among students.

 

Third: Professional and Practical Skills

Upon successful completion of this program, graduates will be able to:

C1 Conduct experiments, analyze data, and communicate results in a scientific manner.

C2 Utilize the Integrative Approach in teaching and learning the natural sciences.

C3 Design lessons and educational materials, and efficiently manage the teaching and learning environment.

C4 Apply a variety of assessment techniques to diagnose educational problems and participate in professional development opportunities.

 

Fourth: General and Transferable Skills

Upon successful completion of this program, graduates will be able to:

D1 Use modern information and communication technology to enhance their professional and communication skills for continuous lifelong learning.

D2 Practice leadership, supervision, management and teamwork skills.

D3 Execute educational tasks in adherence to ethical, legal, and professional standards and regulations.

 

Curriculum Map

I   = Introduced

R  = Reinforced

M  = Mastered

Course Title

Sub-PILOs:

First Semester

A1

A2

A3

B1

B2

B3

C1

C2

C3

C4

C5

C6

D1

D2

D3

D4

General Chemistry 1

I

I

 

I

I

 

I

I

  

I

I

I

 

I

 

General Physics 1

 

I

 

I

  

I

I

  

I

I

I

I

  

Mathematics 1

I

I

 

I

I

 

I

I

   

I

I

I

I

 

Arabic 1

  

I

         

I

   

English 1

  

I

          

I

 

I

Islamic Culture

  

I

          

I

 

I

Arab-Israeli Conflict

  

I

          

I

I

 

General Chemistry 1

  

I

          

I

  

Second Semester

A1

A2

A3

B1

B2

B3

C1

C2

C3

C4

C5

C6

D1

D2

D3

D4

General Chemistry 2

I

I

 

I

I

  

I

I

  

I

I

I

  

General Physics 2

 

I

 

I

  

I

I

  

I

I

I

I

  

Mathematics 2

I

I

 

I

I

 

I

I

   

I

I

I

I

I

Computer Skills

I

 

I

I

I

 

I

  

I

     

I

Arabic 2

  

I

          

I

 

I

English 2

  

I

          

I

 

I

National Culture

  

I

          

I

 

I

Third Semester

A1

A2

A3

B1

B2

B3

C1

C2

C3

C4

C5

C6

D1

D2

D3

D4

Organic Chemistry (1)

R

  

R

R

R

 

R

R

  

R

R

R

  

Physical Chemistry 1

R

  

R

R

 

R

   

R

R

 

R

  

Analytical Chemistry 1

R

R

 

R

R

 

R

     

R

R

  

Inorganic Chemistry 1

 

R

 

R

R

 

R

   

R

R

R

R

  

Electronic Learning Media

R

  

R

R

R

   

R

   

R

  

Teaching and Learning Skills

I

 

I

I

   

I

 

I

I

   

I

I

Educational Psychology

 

I

 

I

I

I

  

I

I

  

I

I

  

Foundations of Islamic Education

 

I

 

I

    

I

    

I

I

 

Fourth Semester

A1

A2

A3

B1

B2

B3

C1

C2

C3

C4

C5

C6

D1

D2

D3

D4

Organic Chemistry (2)

R

R

 

R

R

 

R

R

R

   

R

R

  

Physical Chemistry 2

 

R

 

R

R

 

R

R

  

R

R

 

R

R

 

Analytical Chemistry 2

R

  

R

      

R

R

R

R

  

Inorganic Chemistry 2

R

  

R

R

 

R

   

R

R

R

R

  

Introduction to Statistics

R

  

R

R

 

R

R

  

R

 

R

R

  

Curriculum Construction and Evaluation

I

I

  

I

 

I

I

I

I

I

I

I

I

  

Developmental Psychology

R

 

R

R

   

R

R

  

R

R

R

 

R

Faith-based Identity Education

I

 

I

I

    

I

 

 

 

    

I

I

Fifth Semester

A1

A2

A3

B1

B2

B3

C1

C2

C3

C4

C5

C6

D1

D2

D3

D4

Organic Chemistry (3)

R

R

 

R

R

 

R

R

R

   

R

R

  

Physical Chemistry 3

R

  

R

R

 

R

R

  

R

R

 

R

R

 

Inorganic Chemistry 3

R

  

R

R

 

R

R

  

R

R

 

R

R

 

Environmental  Chemistry

 

R

 

R

R

 

R

R

  

R

R

 

R

R

 

Organic Chemistry (3)

R

  

R

   

R

  

R

 

R

R

  

Physical Chemistry 3

I

  

I

 

I

 

I

I

I

   

I

  

Science Curricula

R

R

  

R

 

R

R

R

R

R

R

R

R

R

 

Formative Measurement and Evaluation

 

R

R

R

R

  

R

R

R

R

R

R

   

Classroom Management

 

R

  

R

  

R

R

R

 

R

R

R

  

Sixth Semester

A1

A2

A3

B1

B2

B3

C1

C2

C3

C4

C5

C6

D1

D2

D3

D4

Organic Chemistry 4

R

  

R

R

  

R

   

R

R

R

  

Petroleum & Polymer Chemistry

R

  

R

      

R

R

R

R

  

Inorganic Chemistry 4

 

R

  

R

      

R

R

R

R

 

Science Teaching Methods and Applications

R

  

R

   

R

  

R

 

R

R

  

Organic Chemistry (4)

I

 

I

I

  

I

  

I

 

I

   

I

Science Teaching Methods and Applications

 

R

 

R

R

R

  

R

R

  

R

R

R

 

Fundamentals of Educational Research

 

I

 

I

I

   

I

I

  

I

I

I

 

Practicum 1

 

R

R

 

R

R

 

R

R

R

 

R

R

R

R

 

 

Teacher and Learner Ethics

 

R

 

R

R

R

  

R

R

R

 

R

R

R

 

Seventh Semester

A1

A2

A3

B1

B2

B3

C1

C2

C3

C4

C5

C6

D1

D2

D3

D4

Instrumental Analysis  1

R

  

R

  

R

R

  

R

 

R

R

  

Physical Chemistry 4

 

R

R

  

R

R

 

R

R

  

R

 

R

 

Organic Chemistry (5)

R

  

R

R

R

 

R

R

  

R

R

R

  

Applied Chemistry

R

  

R

  

R

R

  

R

 

R

R

  

Enrichment and Development Activities

 

R

  

R

 

R

R

R

R

R

R

R

R

R

 

Practicum 2

M

M

M

M

M

M

M

M

M

M

M

M

M

M

M

M

Graduation Research

 

M

 

M

M

M

M

M

M

M

M

M

M

M

M

M

Eighth Semester

A1

A2

A3

A4

B1

B2

B3

C1

C2

C3

C4

C5

C6

D1

D2

D3

Instrumental Analysis  2

M

M

M

 

M

M

  

M

M

M

   

M

 

Inorganic Chemistry 5

 

M

M

  

M

M

 

M

M

M

 

M

 

M

 

Physical Chemistry 5

M

M

M

  

M

M

 

M

M

    

M

 

Organic Chemistry (6)

M

M

M

 

M

M

  

M

     

M

 

Biochemistry

 

M

M

  

M

M

 

M

   

M

 

M

 

Education System in Yemen

M

M

 

M

M

   

M

 

M

 

M

 

M

M

Elective Course

 

R

 

R

R

R

  

R

R

R

 

R

R

R

 

Teaching Strategies:

Teaching Strategy

Description of how it will be used

Lectures

Lectures stand as one of the most prevalent teaching methods for conveying knowledge and elucidating theories. They serve to expound upon the theoretical aspects of the program courses to a sizable group of students within a classroom setting, facilitating opportunities for discussion, reading, commentary, and questioning. Typically, lectures are conducted for large groups of students ranging from 50 to 150 or more. They are a common feature in educational science courses, specialized subjects, and general culture.

Seminar

Seminars are an academic sessions to discuss research presented by a student or researcher for the purpose of evaluating the research or modifying its plan. They will be applied to graduation research.

Cooperative learning

Cooperative learning entails the organization of students into small groups, wherein they collaborate to accomplish tasks, engage in educational activities, or solve problems collectively. Each student actively participates in the activity, exchanging ideas and assuming various roles, while also assisting their peers in learning as per their individual abilities and capabilities. This strategy will be used in many of the program courses.

Brainstorming

Brainstorming is an educational technique that involves a group of students using the brain to collaboratively find a solution to a problem by collecting ideas that spontaneously come to their minds. The goal is to reach creative solutions.

Dialogues and discussions

Dialogues and discussions are encouraged by allowing students to pose questions during lectures, which are then answered either by the instructor or fellow students. This interactive strategy serves to strongly reinforce and clarify the lecture topics, enhance students’ engagement and comprehension, capture attention, and prevent boredom from setting in.

Problem-solving

Problem-solving is a teaching method that begins with a situation, question, or phenomenon that students observe but cannot understand. It raises questions in their minds as well as desires to find relevant solutions. The process commences by identifying and formulating the problem, followed by proposing potential solutions and evaluating their effectiveness. Finally, a solution is selected to be implemented and verified. This method is employed to address educational, personal, or societal issues that may be related to the curriculum topics. It primarily aims to cultivate critical thinking skills among students.

Graduation Project

The graduation project involves students being assigned or choosing a topic pertinent to their educational specialization, dealing with a field problem related to the elements of the educational process: teacher, student, curriculum, or the educational process itself.

Inquiry-based learning

Inquiry-based learning involves presenting students with real-world issues and problems and asking them to analyze and address them. It encourages high-level thinking skills among students.

Research

 

Research assignments involve a student or a group of students conducting in-depth studies on a topic relevant to the course, utilizing fundamental research skills. These assignments are expected to be a minimum of 20 pages in length, with their tools and components tailored to the nature of the topic and course material. Research assignments are predominantly utilized for graduation projects and in courses where instructors deem it necessary for students to engage in research activities.

Symposiums

Symposiums are primarily conducted with small groups of students, typically ranging from 20 to 30 participants, to facilitate enhanced opportunities for discussion and active participation in the educational process. In all courses, they are allocated one hour per week. (serving as an exercise)

Practical training

Practical training is implemented in courses that necessitate hands-on experience and application, including: Tajweed, learning and teaching strategies, grammar and morphology, computer skills, research fundamentals, and graduation research.

Microteaching

Microteaching employs authentic teaching situations in a simulated classroom environment, providing student teachers with opportunities to practice real-world teaching scenarios in a simplified setting. It will be used to train student teachers in the Practicum course 1.

 

Assessment Strategies:

Assessment Method

Its description (in which course it will be used and in which rate)

Written exams

Written exams, in their various formats and types, are conducted using traditional paper and pen methods, allowing students the opportunity to demonstrate their understanding of the course material they are studying through clarification, explanation, and discussion. These exams encompass different types of tests, including midterms and finals, tailored to the nature of the course.

Evaluation is based on a distribution of marks, with 50% allocated for semester work. This includes 20% for monthly and midterm exams, and 30% for attendance, activities, assignments, and research. The remaining 50% is allocated for the final exam.

It is noteworthy that, with the exception of Holy Quran courses, oral exams are the primary assessment tool.

Oral exams

Oral exams involve the examiner posing questions to the student verbally, who then provides face-to-face verbal responses. These exams measure comprehension, as well as knowledge and analytical skills. They are utilized to evaluate specific areas of achievement, such as Quran recitation, oral reading, presentations, speaking ability, pronunciation, etc. Oral exams serve as a formative assessment tool across courses and are particularly used for assessing Holy Quran courses and as the final assessment for the Tajweed course. In all courses except those related to the Holy Quran, oral exam scores contribute to the overall course work scores. However, in Holy Quran courses, oral exams are the primary assessment tool.

Report and research evaluation

Report and research evaluation strategy is implemented through various means such as short research papers, presentation reports, textbook analyses, and field observation reports. It is utilized in most courses, particularly in education-focused ones. It is also employed to evaluate graduation research projects, assessing students’ adherence to scientific methodology, research skills, ethical considerations, among others.

Observation

Observation is used to assess students’ performance during presentations and group work, with their scores being included as part of the coursework assessment.

Mark Distribution

Student’s performance in each course is assessed based on the evaluation procedures outlined in each course plan, as follows.

 100 marks is the maximum score for a two-credit-hour course.

 150 marks is the maximum score for a three-credit-hour course.

Program Study Plan

Total Credit Hours Required for Program Completion

137 Credit Hours, 58 Courses

Distribution of Credit Hours and their Percentage out of the Program Total Credit Hours:

Requirements

Percentage

General cultural courses (University Requirements) and their percentage out of the program total credit hours

8 courses (17 Credit Hours) with a percentage of 13.33% out of the program total credit hours

Faculty courses (Faculty Requirements) and their percentage out of the program total credit hours

19 courses (38 Credit Hours) with a percentage of 32.67% out of the program total credit hours

Core specialization courses and their percentage out of the program total credit hours

31 courses (77 Credit Hours) with a percentage of 53.00% out of the program total credit hours

Field training and its percentage out of the program total credit hours

2 Credit Hours with a percentage of 1.29% out of the program total credit hours

Other Courses (if required) to be specified and justified, and their percentage out of the program total credit hours

N/A

Admission Requirements:

Having successfully completed High School Degree with a minimal average of 60%.

Passing the Aptitude Test

Passing the Entrance Test

Passing the Personal Interview

Fulfilling any additional requirement specific to the specialization as determined by the academic department.

In addition to the conditions stipulated in the Student Affairs Regulations and the University’s laws in force.

 

Attendance and Program Completion Requirements:

The regulations and procedures governing student’s academic progression specify the conditions and rules for moving from one academic level to the next, as well as the guidelines for withdrawal from the program or transfer to another program within the same Faculty.

From Level One to Level Two

From Level Two to Level Three

From Level Three to Level Four

Attendance requirements dictate that students must attend a minimum of 75% of total classes for each course, as outlined in the Regulations.

 

Graduation Requirements:

Total Credit Hours Required for Graduation:  137 Credit Hours, 58 Courses

Minimum marks to pass in each course in the Program:  50% of the total marks for each course

 

The Facilities & Equipment Required to Achieve the Program

‌ Learning Resources:

  •  Available library facilities housing necessary references for program implementation.
  • Available adequate teaching staff within the Department.

 

Laboratories, Facilities, Equipment and Learning Devices:

  • Accessible computer laboratories within the Faculty.
  • Available sufficient classrooms.
  • Available display screens or data show projectors.
  • Accessible workshop, laboratory and educational aids within the Faculty.

 

 

Program Assessment and Enhancement:

Targeted/ Assessed

Assessment Strategy

Sample

Final Year Students

Questionnaire + Interview

100 students

Graduates

Interview/ Questionnaire/ Observation

Non-predetermined (available participants)

Employers

Questionnaire/ Interview

Non-predetermined (available participants)

Teaching Staff

Questionnaire/ Interview

All instructors

External Evaluator

Interview/ Questionnaire