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| Course Description |
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| Course Name |
: |
Science and Technology Teaching I |
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| Course Code |
: |
S 301 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
3 |
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| Course Semester |
: |
Fall (16 Weeks) |
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| ECTS |
: |
4 |
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| Name of Lecturer(s) |
: |
Instructor ÖZGECAN TAŞTAN KIRIK
Asst.Prof.Dr. SEDAT UÇAR
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| Learning Outcomes of the Course |
: |
Explains the main goals of science education.
Descirbes the subdimesions of science literacy.
Describes the teaching methods used in science education.
Recognizesthe 3-4th grade science education program in terms of themes, learning goals, learning sitations and assessment techniques.
Examines and evaluates the course books, teacher guide books and work books
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| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
S 209 Science and Technology Lab (1. Practical)
S 210 Science and Technology Lab (2. Practical)
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|
| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
After completing this course, students learn and apply the basic principles of science teaching at the 3 and 4th grade. |
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| Course Contents |
: |
Concept learning (Concept maps), Nature of science and characteristics of scientific knowledge, Cognitive development and science education, Constructivism and science education, Scientific process skills, Problem solving and problem-based learning, Project-based learning, Performance-based assessment in science education, Primary science program
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
Elementary classrooms |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Objectives of the course and the responsibilities of the students
The importance of science education at primary level |
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Lecture, questioning |
|
2 |
Science teaching experiences of the students
Importance of science in our daily lifes |
|
Lecture, questioning, discussion |
|
3 |
Purpose of science education
Science literacy |
Resource reading |
Lecture, questioning, discussion |
|
4 |
Learning theories
Multiple intelligence |
Resource reading |
Lecture, questioning, discussion |
|
5 |
Concept teaching
Concept maps |
Resource reading |
Lecture, questioning, discussion |
|
6 |
Constructivism in science education
5E model |
Drawing a concept map about 5E model |
Lecture, questioning, discussion |
|
7 |
Critical and constructive thinking |
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Lecture, questioning, discussion |
|
8 |
Midterm exam |
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|
|
9 |
Laboratory applications
Safety
Science process skills
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Resource reading |
Lecture, questioning, discussion |
|
10 |
Problem solving and problem-based learning
Project-based learning in science education |
Drawing a concept map about project-based learning |
Lecture, questioning, discussion |
|
11 |
Measurement and assessment in science education |
|
Lecture, questioning, discussion |
|
12 |
Examination of the 3-4th grade science education program in terms of themes, learning goals, learning sitations and assessment techniques. |
Examination of the 3-4th grade science coursebooks |
Lecture, questioning, discussion |
|
13 |
Lesson plans
Science Program at elementary education |
|
Lecture, questioning, discussion |
|
14 |
Examination of coursebooks, teacher guide books and student workbooks |
Examination of the 3-4th grade science coursebooks |
Lecture, questioning, discussion |
|
15 |
Discussion |
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Lecture, questioning, discussion |
|
16/17 |
Final exam |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
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| |
| Required Course Material(s) | |
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
95 |
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Homeworks/Projects/Others |
3 |
5 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
| |
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Final Assessments
|
100 |
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Rate of Final Assessments to Success
|
60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Explains the concepts and principles related to the subject areas of Primary Education (Mathematics, Turkish, Science and Technology, Life Science, Social Studies, Visual Arts, Music, Physical Education, etc.). |
5 |
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2 |
Evaluates the characteristics of 1st-5th year primary school students’ development along with their role in learning. |
0 |
|
3 |
Evaluates the significant people, events and phenomena in the historical process in terms of their effect on educational applications. |
0 |
|
4 |
Utilizes the process of generating scientific knowledge in order to solve the problems which are encountered in Primary School Education. |
0 |
|
5 |
Uses not only the 1st- 5th grades primary education programs (Turkish, Mathematics, Science and Technology, Social Science, Natural Science, Physical Education, Music, Visual Arts, etc.) but also the specific teaching strategies, methods and techniques of these programs. |
5 |
|
6 |
Makes a critique of art products in the light of information regarding art and describes their qualities. |
0 |
|
7 |
Utilizes appropriate methods and techniques for the development of students´ such high-order thinking skills as critical, creative as well as problem solving. |
4 |
|
8 |
Plans, implements and evaluates the process of teaching and learning by taking the characteristics of students´ development, individual differences as well as the properties of the subject area into account |
0 |
|
9 |
Evaluates students´ learning process by means of different methods and techniques of evaluation and assessment. |
0 |
|
10 |
Generates appropriate learning materials in order to create effective teaching and learning processes, and uses information and communication technologies effectively during this process. |
3 |
|
11 |
Takes responsibility both individually and within groups to solve problems encountered during the applications in primary education |
0 |
|
12 |
Monitors their performance and attempts to improve their professional knowledge and skills. |
0 |
|
13 |
Evaluates the information she/he gains in a critical way by acquiring autonomous learning skills |
0 |
|
14 |
Exchanges his/her ideas and solutions related to the field of teaching in a written or oral way effectively |
0 |
|
15 |
Establishes effective communication with their students, colleagues, school management and families, and develops strategies to ensure families´ participation and support. |
0 |
|
16 |
Within the scope of the education system and school management, utilizes general objectives and basic principles of education in the application. |
0 |
|
17 |
Develops projects and activities in order to make the social environment livable. |
0 |
|
18 |
Makes self-assessment / personal opinion through observing the artistic and scientific activities as well as following the current national and international events. |
0 |
|
19 |
Along with their professional development, improves himself/herself in scientific, cultural, artistic and social areas in accordance with his/her interests and abilities through identifying his/her needs. |
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 |
|
Class Time (Exam weeks are excluded) |
14 |
3 |
42 |
|
Out of Class Study (Preliminary Work, Practice) |
13 |
4 |
52 |
| Assesment Related Works |
|
Homeworks, Projects, Others |
3 |
1 |
3 |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
3 |
3 |
|
Final Exam |
1 |
4 |
4 |
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Total Workload: | 104 |
| Total Workload / 25 (h): | 4.16 |
| ECTS Credit: | 4 |
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