| MATHEMATICS (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ECE2103 | Science Education in Early Childhood | Fall | 3 | 0 | 3 | 6 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. SEDA SARAÇ |
| Course Objectives: | The aim of this course is to teach teacher candidates the importance of science and the nature of science and enviroment education, to provide the information about the basic concepts of science and nature, to introduce science education methods, to introduce outdoor education resources, and to provide deep understanding about education for sustainable development. |
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The students who have succeeded in this course; 1. know how children learn science, explain early childhood science programs and science teaching methods, make appropriate science education materials and science center in their classes, know the role of the teacher, family and the society in science education; plan and apply science activities, know about nature education in early childhood; explain the education for sustainable development and its importance in early childhood; choose out door settings for science education and do activities there, and learn how to evaluate the science activities. 2. explain the importance of education for sustainability; choose outdoor environments where it is possible to apply science education; learn how to evaluate science activities |
| The description and importance of science education on early childhood; the principles and standards of science education; the skills of scientific process; the nature of science; teaching methods and techniques of concepts of science education and scientific thinking skills; science education programs used in early childhood education (Wings of Discovery Tool Kit for early childhood science education); learning the basic science concepts; planning, applying and assessing science activities; the roles of teacher, family and society on science education; education for sustainability. |
| Week | Subject | Related Preparation | |
| 1) | Introduction | ||
| 2) | What's science? How children learn science? Why should science education be placed to early childhood education? | ||
| 3) | The development and importance of scientific process skills in early childhood. | ||
| 4) | Science on Ministry of Education 2013 E. C. Education Prog. Science Education Prog. (Wings of Discovery, Tool Kit for E.C. Science Education) Science and Nature Corner/ Science and Discovery C./ Science Learning C./and Science Education Materials | ||
| 5) | Project Approach, Inquiry based science activities and planning science activities | ||
| 6) | The nature of science on early childhood education | ||
| 7) | Midterm | ||
| 8) | Evaluation in science education | ||
| 9) | Where it is possible to practice science activities? Using the out of school environments in early childhood science education | ||
| 10) | Field activity:MTA Nature History Museum and evaluation | ||
| 11) | Field activity: Feza Gürsey Science Center and evaluation | ||
| 12) | Education For Sustainability on Early Childhood; Activities related to 7R in early childhood education; Evaluation the level of sustainability in the school environments in terms environmental, social and economic factors. | ||
| 13) | The role of teacher, family and society in science education | ||
| 14) | The presentation of science activities | ||
| Course Notes: | 1.Akman, B., Uyanık Balat, G. ve Güler Yıldız, T. (2017). Okul Öncesi Dönemde Fen Eğitimi. Ankara: Anı Yayıncılık, Genişletilmiş 5. Baskı. 2.Güler, T. (2009). Ekoloji temelli bir çevre eğitiminin öğretmenlerin çevre eğitimine karşı görüşlerine etkisi. Eğitim ve Bilim. 34(151). 30-43. 3.Haktanır, G. (2007). Okul Öncesi Dönemde Çevre Eğitimi. Çevre Eğitimi. Türkiye Çevre Vakfı Yayını No: 178, Ankara, 11-34. 4.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. |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | % 0 | |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | % 0 | |
| Presentation | 1 | % 20 |
| Project | 1 | % 20 |
| Seminar | % 0 | |
| Midterms | 1 | % 25 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 35 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 45 | |
| PERCENTAGE OF FINAL WORK | % 55 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 14 | 4 | 56 |
| Presentations / Seminar | 1 | 20 | 20 |
| Project | 1 | 20 | 20 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 2 | 2 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 2 | 2 |
| Total Workload | 142 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |