| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | AE-FB202B | | Compulsory | 2 | 4 | 3 |
|
| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| The aim of this course is to ensure that prospective science teachers are aware of the curricula that have been developed so far for the science course and to support them to learn the current curriculum in detail. In addition, it is aimed that the candidates learn important concepts and components, approaches and principles of curriculum development process. |
| Name of Lecturer(s) |
| Dr. Öğr. Üyesi Bilge ÖZTÜRK |
| Learning Outcomes |
| 1 | Will be able to recognize the current science curriculum effectively. | | 2 | Examine STSE, AV and SPS, apart from each other. | | 3 | Have knowledge about science and technology literacy | | 4 | Know alternative measurement and evaluation approaches. | | 5 | Students will have information about the principles, theories, strategies, methods and techniques of teaching in science teaching. |
|
| Mode of Delivery |
| Normal Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| -Basic concepts related to curricula;
-Development of science curricula from past to present,
-The approach on which the current science curriculum is based
-The content of the current science curriculum and the skills it aims to develop in students,
Learning and sub-learning areas of the current program;
-The distribution and limits of the achievements in the current program according to the classes and their relationship with other courses,
-The relationship of the current curriculum with primary and high school science curricula,
-Methods, techniques, tools and materials used in the current program,
-The assessment and evaluation approach on which the current program is based,
-Teacher qualifications. |
| Weekly Detailed Course Contents |
|
| 1 | Basic concepts related to curricula | | | | 2 | Program development approaches | | | | 3 | Development of science curricula from past to present | | | | 4 | The approach on which the current science curriculum is based | | | | 5 | Analysis of science curriculum | | | | 6 | The content of the current science curriculum and the skills it aims to develop in students | | | | 7 | Learning and sub-learning areas of the current program | | | | 8 | Mid-term exam | | | | 9 | The distribution and limits of the achievements in the current program according to the classes and their relationship with other courses, | | | | 10 | The relationship of the current curriculum with primary and high school science curricula | | | | 11 | Methods, techniques, tools and materials used in the current program | | | | 12 | Methods, techniques, tools and materials used in the current program | | | | 13 | The assessment and evaluation approach on which the current program is based | | | | 14 | Teacher qualifications | | | | 15 | Final exam | | |
|
| Recommended or Required Reading |
| Ayvacı, H.Ş. (Ed.) (2020). Science teaching programs. Ankara: Pegem Akademi Publishing. |
| 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 | 2 | 2 |
| Self Study | 1 | 1 | 1 |
| Individual Study for Mid term Examination | 4 | 6 | 24 |
| Individual Study for Final Examination | 8 | 6 | 48 |
|
| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 2 | 1 | 3 | 1 | 3 | 3 | 2 | 1 | 2 | 1 | 1 | 1 | | LO2 | 2 | 2 | 3 | 1 | 3 | 3 | 2 | 1 | 2 | 1 | 1 | 1 | | LO3 | 2 | 1 | 3 | 1 | 3 | 3 | 2 | 1 | 2 | 1 | 1 | 1 | | LO4 | 2 | 2 | 3 | 1 | 3 | 3 | 2 | 1 | 2 | 1 | 1 | 1 | | LO5 | 2 | 1 | 3 | 1 | 3 | 3 | 2 | 1 | 2 | 1 | 1 | 1 |
|
| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
 |
| |