| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | AE-OÖ201 | Science Education in Early Childhood | Compulsory | 2 | 3 | 6 |
|
| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| To enable pre-service teachers to comprehend the importance of science education in pre-school period. Enabling pre-service teachers to gain the ability to plan and implement science activities that can support their science process skills. |
| Name of Lecturer(s) |
| Dr.Öğr.Üyesi Abdurrahman SEFALI |
| Learning Outcomes |
| 1 | Knows how children learn science. Explains science programs and science teaching methods in preschool education. It can create a science / discovery center with appropriate science education materials in its classrooms. | | 2 | Knows the role of family, society and teacher in science education. Plans, implements and develops science activities for preschool children. Knows how nature education is carried out in preschool period. | | 3 | Explain the importance of education for sustainability. He chooses out-of-class spaces where he can study science and performs applications in these areas. Learn how to evaluate science activities. |
|
| Mode of Delivery |
| Normal Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| Definition and importance of science education in early childhood; principles and standards in science education; scientific process skills; the nature of science, science education concepts and techniques and methods of teaching scientific thinking skills; Arranging learning centers in science education; science programs used in early childhood education (Wings of Discovery, Tool Kit for early childhood science education, Hands on Dough); acquisition of basic science education concepts; science activities planning and implementation. |
| Weekly Detailed Course Contents |
|
| 1 | Introduction, course plan and general information about the course. Sharing expectations. | | | | 2 | What is science? How do children learn science? Why should science activities take place in preschool education? | | | | 3 | The development and importance of scientific process skills in preschool education. | | | | 4 | Science in MEB 2013 Preschool Education Program Different science teaching methods (Wings of Discovery, Tool Kit for early childhood science education, Hands in dough) Science and Nature Corner / Science and Discovery Center / Science Learning Center and Science Education Materials | | | | 5 | Project Approach, inquiry based science activities and preparation of activities | | | | 6 | The Nature of Science in Early Childhood Education | | | | 7 | Midterm | | | | 8 | Evaluation in Science Education | | | | 9 | Where are science activities held? Using out of school learning environments in science education in preschool period | | | | 10 | Where are science activities held? Use of out-of-school learning environments in science education in preschool period. | | | | 11 | Education for Sustainability in Preschool Period. 7R related activities that can take place in pre-school education. The environmental, social and economic sustainability level of educational environments. Eco-school and Tiny Theme Education Prog. | | | | 12 | Education for Sustainability in Preschool Period. 7R related activities that can take place in pre-school education. The environmental, social and economic sustainability level of educational environments. Eco-school and Tiny Theme Education Prog. | | | | 13 | The Role of Teacher, Family and Society in Science Education | | | | 14 | Presentation of science activities | | | | 15 | Final exam | | |
|
| Recommended or Required Reading |
| Haktanır, G. (2007). Okul Öncesi Dönemde Çevre Eğitimi. Çevre Eğitimi. Türkiye Çevre Vakfı Yayını No: 178, Ankara, 11-34.
Güler Yıldız, T. ve Korkmaz, A. (2017). Erken Çocukluk Eğitiminde Sürdürülebilir Gelişme İçin Eğitim. E. Gökçe Türk (Ed.). Çocuk ve Çevresi (s.219-254). Ankara: Ankara Üniversitesi Basımevi. |
| 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 | 1 | 1 |
| Final Examination | 1 | 4 | 4 |
| Attending Lectures | 14 | 2 | 28 |
| Project Presentation | 3 | 10 | 30 |
| Self Study | 14 | 2 | 28 |
| Individual Study for Mid term Examination | 14 | 2 | 28 |
| Individual Study for Final Examination | 4 | 7 | 28 |
| Reading | 14 | 2 | 28 |
|
| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 2 | 2 | 4 | 2 | | 2 | 2 | 2 | 2 | 1 | | LO2 | 1 | 1 | 1 | 2 | | 1 | 1 | 1 | 1 | 3 | | LO3 | 2 | 3 | 2 | 1 | | 1 | 2 | 1 | 1 | 1 |
|
| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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