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| Course Description |
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| Course Name |
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Laboratory Applications in Science Teaching I |
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| Course Code |
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FTÖ311 |
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| Course Type |
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Compulsory |
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| Level of Course |
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First Cycle |
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| Year of Study |
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3 |
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| Course Semester |
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Fall (16 Weeks) |
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| ECTS |
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4 |
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| Name of Lecturer(s) |
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Asst.Prof. OSMAN GÜLNAZ
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| Learning Outcomes of the Course |
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Explains the importance of the laboratory in science teaching.
Implements the activities to develop science process skills in the classroom.
Eliminates the need for the provision of security refers to the laboratory to be considered.
Types implements used in laboratory experiments.
Applies for the use of laboratory science approaches.
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
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None |
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| Recommended Optional Programme Components |
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None |
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| Aim(s) of Course |
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The aim of the Science-Knowledge lesson is introducing the materials and equipments of the primary education 6-8. classes and explaining the science-experiments which are become from this materials and equipments.In this case student acquires self-confidence and practice his or her occupational experience.On the other hand getting the maximum effirency from the science-practising lesson is very important |
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| Course Contents |
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Explaning how to use the cyclops and slide projector, the cell and activities which are happening in the cell, using microscope, investigating plant cell and animal cell with microscope, photo synthesis and respiration expriments, investigating plant root, body, leaf and flower in laboratory, investigating animals which have only one cell, human eye and its model, investigating human body, heat and temperature, melting and freezing experiments, boiling and evaporation experiments, separating compounds and experiments, electrolysis and experiments. |
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| Language of Instruction |
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Turkish |
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| Work Place |
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Clasroom and laboratory |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
Importance and purpose of the laboratory in science education: lab teaching history, science and technology program of laboratory work area. |
preparation of the report |
Lecture, question and answer, experimentation, problem-solving, discussion (small group-large group) |
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2 |
The scientific method and scientific process skills: types of experiments, experimental design and development, science process skills and how they acquired. |
preparation of the report |
Lecture, question and answer, experimentation, problem-solving, discussion (small group-large group) |
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3 |
Measurement and error: reliability, validity, sources of error, the error calculations. Experimental work sheets and test report: kinds of worksheets |
preparation of the report |
Lecture, question and answer, experimentation, problem-solving, discussion (small group-large group) |
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4 |
Laboratory testing and evaluation: evaluation methods and tools. |
preparation of the report |
Lecture, question and answer, experimentation, problem-solving, discussion (small group-large group) |
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5 |
Science and Technology Education Program, physics, chemistry, biology experiments on a variety of indoor terminal to open terminal. |
preparation of the report |
Lecture, question and answer, experimentation, problem-solving, discussion (small group-large group) |
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6 |
Science and Technology Education Program, physics, chemistry, biology experiments on a variety of indoor terminal to open terminal. |
preparation of the report |
Lecture, question and answer, experimentation, problem-solving, discussion (small group-large group) |
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7 |
Science and Technology Education Program, physics, chemistry, biology experiments on a variety of indoor terminal to open terminal. |
preparation of the report |
Lecture, question and answer, experimentation, problem-solving, discussion (small group-large group) |
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8 |
exam |
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|
|
9 |
Science and Technology Education Program, physics, chemistry, biology experiments on a variety of indoor terminal to open terminal. |
preparation of the report |
Lecture, question and answer, experimentation, problem-solving, discussion (small group-large group) |
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10 |
Science and Technology Education Program, physics, chemistry, biology experiments on a variety of indoor terminal to open terminal. |
preparation of the report |
Lecture, question and answer, experimentation, problem-solving, discussion (small group-large group) |
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11 |
Science and Technology Education Program, physics, chemistry, biology experiments on a variety of indoor terminal to open terminal. |
preparation of the report |
Lecture, question and answer, experimentation, problem-solving, discussion (small group-large group) |
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12 |
Science and Technology Education Program, physics, chemistry, biology experiments on a variety of indoor terminal to open terminal. |
preparation of the report |
Lecture, question and answer, experimentation, problem-solving, discussion (small group-large group) |
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13 |
Science and Technology Education Program, physics, chemistry, biology experiments on a variety of indoor terminal to open terminal. |
preparation of the report |
Lecture, question and answer, experimentation, problem-solving, discussion (small group-large group) |
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14 |
Science and Technology Education Program, physics, chemistry, biology experiments on a variety of indoor terminal to open terminal. |
preparation of the report |
Lecture, question and answer, experimentation, problem-solving, discussion (small group-large group) |
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15 |
Science and Technology Education Program, physics, chemistry, biology experiments on a variety of indoor terminal to open terminal. |
preparation of the report |
Lecture, question and answer, experimentation, problem-solving, discussion (small group-large group) |
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16/17 |
exam |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Çepni Salih (2007). From Theory to Practice Teaching Science and Technology. (6th Edition). Pegem A Publishing, Ankara.
Mehmet bahar. (2006). Teaching Science and Technology. (1st Edition). Pegem A Publishing, Ankara.
Haluk Ozmen, and Yigit MN. (2006). From theory to practice in Science Teaching Laboratory Use. (2nd edition). Memoir Publishing, Ankara.
Textbook of Science and Technology (6-8. Class), MEB Publications.
İlbilge Dökme, Alev Doğan and Mehmet Yılmaz. (2010). Science Teaching Laboratory Practice I and II. Saunders College Publishing, Ankara.
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| Required Course Material(s) |
Science and Technology (6-8. Classes) Curriculum: http://ttkb.meb.gov.tr/ogretmen/modules.php?name=Downloads&d_op=viewdownload&cid=74
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
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Mid-term Exams (Written, Oral, etc.) |
0 |
60 |
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Homeworks/Projects/Others |
3 |
40 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
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Final Assessments
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100 |
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Rate of Final Assessments to Success
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60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
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1 |
Explains the basic concepts and relationships between concepts in science. |
4 |
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2 |
Explains the basic concepts of effective classroom management. |
3 |
|
3 |
Recognizes students´ developmental and learning characteristics and difficulties. |
4 |
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4 |
Explains programs, strategies, methods and techniques related to the science and technology teaching. |
4 |
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5 |
Explains application areas of science in everyday life. |
4 |
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6 |
Offers solutions to problem situations encountered in classroom management. |
4 |
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7 |
Uses appropriate methods and techniques for the development of students´ critical thinking, creative thinking and problem solving skills. |
4 |
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8 |
Designs materials from the stuff around in accordance with the requirements of science and technology program and students. |
4 |
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9 |
Queries information in the field of science and technology using scientific methods . |
4 |
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10 |
Uses laboratory according to science and technology program in an appropriate and efficient manner. |
4 |
|
11 |
Applies contemporary teaching methods and techniques by which the student can construct their own knowledge. |
4 |
|
12 |
Takes responsibility as an individual and as a team member to solve problems related to the field. |
3 |
|
13 |
Has life-long learning awareness. |
1 |
|
14 |
Shares his/her knowledge and skills, problems and solutions that he/she identified by means of oral and written communication with the expert and non-expert people. |
2 |
|
15 |
Uses information and communication technologies effectively. |
4 |
|
16 |
Uses English sufficiently to follow developments in science and technology education. |
0 |
|
17 |
Sensitive to the agenda of the world and society events / developments . |
2 |
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18 |
Has national and international sensibilities expressed in the Fundamental Law of National Education. |
3 |
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19 |
Behaves in accordance with democracy, human rights, and social, scientific and proffesional ethical values |
2 |
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20 |
In addition to proffesional development,he/she improves himself/herself consistently for individual development in the scientific, social, cultural and sports areas in line with educational requirements. |
0 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
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Class Time (Exam weeks are excluded) |
14 |
4 |
56 |
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Out of Class Study (Preliminary Work, Practice) |
14 |
1 |
14 |
| Assesment Related Works |
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Homeworks, Projects, Others |
3 |
10 |
30 |
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Mid-term Exams (Written, Oral, etc.) |
0 |
0 |
0 |
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Final Exam |
1 |
5 |
5 |
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Total Workload: | 105 |
| Total Workload / 25 (h): | 4.2 |
| ECTS Credit: | 4 |
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