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| Course Description |
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| Course Name |
: |
Teaching Problem Solving II |
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| Course Code |
: |
SÖ 758 |
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| Course Type |
: |
Optional |
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| Level of Course |
: |
Second Cycle |
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| Year of Study |
: |
1 |
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| Course Semester |
: |
Spring (16 Weeks) |
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| ECTS |
: |
6 |
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| Name of Lecturer(s) |
: |
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| Learning Outcomes of the Course |
: |
Explains real-life problems and their solutions
Explains how to solve routine problems
Explains the problem and the problem solving process
Explains how to solve Fermi problems
Explains the problems which contain too much or less information.
Explains unsolvable problems
Explains Selecting “good” problems
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
To teach the problem-solving and problem-solving strategies in elemantary education. |
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| Course Contents |
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Structures of Rreal problems and problem solving
Structures of Routine problems and routine problems solving,
Structures of Nonroutine problems and nonroutine problems solving,
Structures of Fermi problems and Fermi problems solving
Problems which contain too much or less information
Unsolvable problems,
Selecting “good” problems
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| Language of Instruction |
: |
Turkish |
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| Work Place |
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Lecturer´s room |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Structures of real life problems and real life problems solving |
Reading the section from recommended sources |
Lecture, group work, debate, brain storm |
|
2 |
Structures of real life problems and real life problems solving |
Revision of the related literature on the subject and read at least two articles |
Lecture, group work, debate, brain storm |
|
3 |
Structures of routine problems and routine problems solving |
Reading the section from recommended sources |
Lecture, group work, debate, brain storm |
|
4 |
Structures of routine problems and routine problemles solving |
Revision of the related literature on the subject and read at least two articles |
Lecture, group work, debate, brain storm |
|
5 |
Problem solving process |
Reading the section from recommended sources |
Lecture, group work, debate, brain storm |
|
6 |
Problem solving process |
Revision of the related literature on the subject and read at least two articles |
Lecture, group work, debate, brain storm |
|
7 |
Structures of Fermi problems and Fermi problem solving |
Reading the section from recommended sources |
Lecture, group work, debate, brain storm |
|
8 |
Mid-term exam |
Exam preparation |
Written exam |
|
9 |
Structures of Fermi problems and Fermi problem solving |
Revision of the related literature on the subject and read at least two articles |
Lecture, group work, debate, brain storm |
|
10 |
Problems contain too much or less problems |
Reading the section from recommended sources |
Lecture, group work, debate, brain storm |
|
11 |
Problems contain too much or less problems |
Revision of the related literature on the subject and read at least two articles |
Lecture, group work, debate, brain storm |
|
12 |
Unsolvable problems |
Reading the section from recommended sources |
Lecture, group work, debate, brain storm |
|
13 |
Unsolvable problems |
Revision of the related literature on the subject and read at least two articles |
Lecture, group work, debate, brain storm |
|
14 |
Selecting “good” problems |
Reading the section from recommended sources |
Lecture, group work, debate, brain storm |
|
15 |
Selecting “good” problems |
Revision of the related literature on the subject and read at least two articles |
Lecture, group work, debate, brain storm |
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16/17 |
Final exam |
Exam preparation |
Written exam |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Polya, G. Mathematical discovery. New York :John Wiley& Sons, 1981.
Polya, G. How to solve ıt? ( 2.th Edition) USA:Princton Universty Pres, 1985
Billstein,R., Libeskind, S and Lott, J. W. A Poblem Solving Approach to Mathematıcs For Elementary School Teachers ( Fifth edition) . USA: Addison-Wesley Publishing Company, 1993.
Van De Walle, J.A. Elementary and Middle School Mathematics( fourth edition).New York: Longman, 2001
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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 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
60 |
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Homeworks/Projects/Others |
6 |
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
|
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 |
Defines scientific research and analysis methods which are used in social sciences. |
0 |
|
2 |
Refers to the 1st- 4th grades primary education class schedules and basic principles. |
0 |
|
3 |
Explains the theories of development and learning within the scope of primary education at 1st- 4th grades. |
0 |
|
4 |
Clarifies teaching strategies, methods and techniques based upon the qualifications of graduation. |
0 |
|
5 |
Explains the interaction among the disciplines related to the field. |
0 |
|
6 |
Describes the teaching principles of the subject areas (Social Studies, Turkish, Science, Mathematics, etc.) of primary education at the 1st - 4th grades at a professional level. |
5 |
|
7 |
Utilizes the combined information about class teaching and different areas. |
0 |
|
8 |
Explains theoretical and practical knowledge of the field at a professional level. |
4 |
|
9 |
Has a critical approach to the national and internatinal applications concerning the primary education. |
0 |
|
10 |
Plans and executes a scientific research. |
0 |
|
11 |
Conducts teaching methods and techniques by taking qualifications of graduation into account. |
0 |
|
12 |
Performs the study required for expertise in their field independently. |
0 |
|
13 |
Has the quality of leadership in situations related to problem solving in their field or organises teamwork. |
0 |
|
14 |
Questions the scientific and social issues in a critical way, and welcomes new perspectives. |
0 |
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15 |
Conducts the studies in the field within the framework of lifelong learning. |
0 |
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16 |
Follows social and technological developments. |
0 |
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17 |
Conducts a scientific study in the field of primary education, and supporting with both qualitative and quantitative data submits the study to the experts and non-experts using written, oral and visual presentation techniques. |
0 |
|
18 |
Utilises information and communication technologies effectively. |
0 |
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19 |
Speaks one of the languages in the European language portfolio fluent enough to understand knowledge related to the field and maintain oral and written communication. |
0 |
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20 |
Respects the social, scientific, cultural and ethical values while conducting a research and a project related to the field or interpreting a study. |
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) |
14 |
5 |
70 |
| Assesment Related Works |
|
Homeworks, Projects, Others |
6 |
5 |
30 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
2 |
2 |
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Final Exam |
1 |
2 |
2 |
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Total Workload: | 146 |
| Total Workload / 25 (h): | 5.84 |
| ECTS Credit: | 6 |
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