| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | AE-SI305 | Science Teaching | Compulsory | 3 | 5 | 4 |
|
| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| This course aims to provide undergraduate students acquire basic knowledge and skills on teaching science |
| Name of Lecturer(s) |
| Dr. Öğr. Üyesi Faruk ARICI |
| Learning Outcomes |
| 1 | Define science, technology and basic concepts of science education | | 2 | Explain the features of scientific knowledge and scientific inquiry | | 3 | Explain the concept of scientific literacy and characteristics of a scientifically literate person | | 4 | State the goals of science curriculum and explain current science teaching approaches | | 5 | Explain the historical development of science teaching in Turkey and in the World | | 6 | Use learning approaches in teaching science | | 7 | List key features of science curriculum and learning areas | | 8 | Design activities for the development of science process skills |
|
| Mode of Delivery |
| Normal Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| The content of this course include, basic concepts related to science and science education, features of science, technology, scientific knowledge and scientific inquiry, science and technology literacy, the relationships between science-technology-society-environment, attitudes toward science, purposes of science teaching, historical development of science teaching in Turkey and in the World, constructivist approach and science learning, inquiry-based science education and other current science education approaches, cognitive development and science education, features of science curriculum and its relation with other disciplines, development of science process skills and sample activities. |
| Weekly Detailed Course Contents |
|
| 1 | Introduction to the course, science, technology and basic concepts of science education | | | | 2 | Features of scientific knowledge and scientific inquiry | | | | 3 | Science and technology literacy, relationships between science- technology-society-environment, attitudes toward science | | | | 4 | Purposes of science teaching and current science education approaches | | | | 5 | Historical development of science teaching in Turkey and in the World | | | | 6 | Constructivist approach and science learning | | | | 7 | Cognitive development and science education | | | | 8 | Midterm | | | | 9 | Features of science curriculum | | | | 10 | Development of science process skills, inquiry-based science education | | | | 11 | Sample science teaching activities | | | | 12 | Sample science teaching activities | | | | 13 | Student course presentations | | | | 14 | Student course presentations | | | | 15 | Preparation to final exam | | | | 16 | Final exam | | |
|
| Recommended or Required Reading |
| Anagün, Ş. S. ve Duban N. (Ed.) (2014). Fen bilimleri öğretimi. Ankara: Anı Yayıncılık.
Aydoğdu, M. ve Kesercioğlu, T. (Ed.) (2005). İlköğretimde fen ve teknoloji öğretimi. Ankara: Anı Yayıncılık.
Çepni, S. (Ed.) (2012). Kuramdan uygulamaya fen ve teknoloji öğretimi (10. Baskı). Ankara: Pegem Akademi.
Karamustafaoğlu, O. ve Yaman, S. (2010). Fen eğitiminde
özel öğretim yöntemleri I-II (2. Baskı). Ankara: Anı Yayıncılık. |
| Planned Learning Activities and Teaching Methods |
|
| Assessment Methods and Criteria | |
| Midterm Examination | 1 | 100 | | SUM | 100 | |
| Final Examination | 1 | 100 | | SUM | 100 | | Term (or Year) Learning Activities | 40 | | End Of Term (or Year) Learning Activities | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
|
| Workload Calculation |
|
| Midterm Examination | 1 | 2 | 2 |
| Final Examination | 1 | 2 | 2 |
| Attending Lectures | 1 | 14 | 14 |
| Self Study | 2 | 12 | 24 |
| Individual Study for Mid term Examination | 2 | 10 | 20 |
| Individual Study for Final Examination | 2 | 15 | 30 |
| Reading | 2 | 14 | 28 |
|
| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 3 | 2 | 1 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 1 | 1 | 2 | 2 | | LO2 | 1 | 1 | 1 | 2 | 3 | 3 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | | LO3 | 3 | 2 | 1 | 3 | 2 | 3 | 1 | 2 | 2 | 2 | 3 | 1 | 2 | 3 | | LO4 | 3 | 2 | 1 | 3 | 3 | 4 | 2 | 1 | 1 | 2 | 2 | 2 | 2 | 3 | | LO5 | 3 | 2 | 1 | 1 | 3 | 3 | 2 | 2 | 1 | 2 | 2 | 2 | 1 | 1 | | LO6 | 2 | 2 | 1 | 2 | 3 | 3 | 2 | 1 | 3 | 2 | 2 | 2 | 1 | 1 | | LO7 | 2 | 2 | 1 | 1 | 1 | 3 | 2 | 1 | 1 | 1 | 2 | 2 | 2 | 3 | | LO8 | 2 | 2 | 1 | 3 | 3 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 |
|
| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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