TÜRKÇE
ENGLISH
Information
| Code | OKLZ203 |
| Name | Science Education in Early Childhood |
| Semester | 3. Semester |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Dr. Öğr. Üyesi RAZİYE GÜNAY BİLALOĞLU |
Course Goal
The overall objective of this course, is to supply that the student teachers have knowledge and practice about the importance and scope of science education and techniques used in science education
Course Content
Definition and importance of science education in early childhood; principles and standards in science education; scientific process skills; the nature of science, the concepts of science education and the techniques and methods of teaching scientific thinking skills; organizing learning centers in science education; science programs used in early childhood education (STEM, GEMS); basic concepts of science education; planning and implementation of science activities.
Course Precondition
There is no prerequisite for this course.
Resources
Aktaş Arnas, Y., Aslan, D. ve Günay Bilaloğlu, R. (2014). Okul öncesi dönemde fen eğitimi. Ankara: Vize Yayıncılık. Akman, B., Uyanık Balat, G. ve Güler, T. (Ed.) (2011). Okul öncesinde fen eğitimi. Ankara:Pegem Akademi. Alisinanoğlu, F., Özbey, S. ve Kahveci, G. (2015). Okul öncesinde fen eğitimi. Ankara: Pegem Akademi. Parlak Lakap, A. (Ed.) (2018) Erken çocuklukta fen eğitimi. Ankara: Eğiten Kitap. Şahin, F.(Ed.) (2015). Okul öncesi dönemde fen eğitimi. Ankara: Hedef Yayıncılık. Uludağ, G. (Ed.) (2020). Erken çocukluk döneminde fen eğitimi-Çocuğun keşif yolculuğu. Nobel Akademik Yayıncılık. Aktaş Arnas, Y., Aslan, D. ve Günay Bilaloğlu, R. (2017). Okul öncesinde matematik ve fen etkinlikleri. Ankara: İzge Yayıncılık.
Notes
Aktaş Arnas, Y. (2005). Okul Öncesi Dönemde Bilgisayar Destekli Eğitim. Eğitim Araştırmaları Dergisi,20:36-47. Clements, D. (1987). Computers and young children: a review of research. Young Children 43(1): 34-44. Clements, D. (2002). Computers in Early Childhood Mathematics. Contemporary Issues in Early Childhood, 3(2): 160-181. Baki, A. Ve Mandacı Şahin, S. (2004). Bilgisayar Destekli Kavram Haritası Yönte- miyle Öğretmen Adaylarının Matematiksel Öğrenmelerinin Değerlendirilme- si. TOJET, Vol. 3 (2). Chiu, M.&Lin, J. (2005). Promoting fourth graders’ conceptual change of their un- derstanding of electric current via multiple analogies. Journal of Research in Science Teaching. v.42 (4) 429-464
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the science education and its importance in early childhood education |
| LO02 | Explains how concept development occurs in child and how the concept education shoul be given |
| LO03 | Compares the theories of cognitive development in child |
| LO04 | Describes the skills of scientific process |
| LO05 | Examines critically the science education materialspreapred for children early childhood education |
| LO06 | Explains the science programs in early childhood education (STEM ve GEMS) |
| LO07 | Explains the concepts proposed to be addressed in science education in preschool period |
| LO08 | Applies the methods and techniques used widely in science education for preschool |
| LO09 | Plans the science activities |
| LO10 | Applies the science activities |
| LO11 | Evaluates the science activities |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Explains the theories of development, learning, and education related to pre-school children. | 3 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Explains regulations, principles and education program about early childhood education. | 1 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Explains basic concepts related to Science and Mathematics. | 5 |
| PLO04 | Yetkinlikler - Öğrenme Yetkinliği | Prepares an annual/daily plan by considering pre-school children´s developmental characteristics, individual differences, and their interests and needs. | 5 |
| PLO05 | Yetkinlikler - Öğrenme Yetkinliği | Uses family involvement strategies actively. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Plans and conducts a scientific project , and do necessary analysis by using scientific research methodology . | |
| PLO07 | Yetkinlikler - Öğrenme Yetkinliği | Designs and organizes educational environments in accordance with children´s developmental needs, physical conditions and principles of effective classroom management. | 5 |
| PLO08 | Yetkinlikler - Öğrenme Yetkinliği | Does multifaceted assessment and evaluation to support children´s development and provide long lasting educational effects. | 4 |
| PLO09 | Yetkinlikler - Öğrenme Yetkinliği | Applies appropriate methods and techniques to support children´s development from all perspectives. | 5 |
| PLO10 | Yetkinlikler - Öğrenme Yetkinliği | Chooses, prepares and uses materials appropriate for children´s developmental level and individual characteristics. | 5 |
| PLO11 | Yetkinlikler - Öğrenme Yetkinliği | Modifies education settings to accommodate children with special needs and applies an inclusive education. | 3 |
| PLO12 | Yetkinlikler - Öğrenme Yetkinliği | Uses information technology effectively to reach educational goals. | 3 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Considers issues related to educational settings and daily life based on historical, philosophical and sociological perspectives. | |
| PLO14 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Takes an active role in individual and group activities and successfully finish the tasks. | 2 |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | Has the ability to search, discover, create alternative solutions, reach information, think critically and engages in productive discussions for personal and professional improvement. | 3 |
| PLO16 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Has the skills of active listening, empathy, self-expression, and use of communication technology for effective interpersonal communication. | 3 |
| PLO17 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Improves him-/herself continuously in scientific, social, cultural and athletic field besides professional development. | |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Has necessary skills and knowledge in the fields of music, games and drama. | 2 |
| PLO19 | Bilgi - Kuramsal, Olgusal | Shows critical, creative and independent thinking abilities and posseses a multi dimensional perspective on professional, social and cultural issues. | |
| PLO20 | Yetkinlikler - Öğrenme Yetkinliği | Uses her/his knowledge in professional and daily life in accordance with social responsibility and ethics. | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Definition and importance of science education in early childhood, principles and standards in science education, nature of science | Reading the sources about the early childhood science education | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Content of early childhood science education and concept learning in children | Reading the sources about the concept development and education in early childhood education | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Theories of cognitive development in child | Reading the sources about the theories of cognitive development in child | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Planing, applying and evaluating the science activities in early childhood education | Reading resources on planning, implementation and evaluation of science activities in early childhood education | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | The characteristics of early childhood science education and the points to be considered | Reading resources about the characteristics of early childhood science education and the points to be considered | Öğretim Yöntemleri: Tartışma, Alıştırma ve Uygulama, Grup Çalışması |
| 6 | The duties and responsibilities of teachers and families in early childhood science education | Reading resources about the duties and responsibilities of teachers and families in early childhood science education | Öğretim Yöntemleri: Tartışma, Alıştırma ve Uygulama, Grup Çalışması |
| 7 | Skills of scientific process (basic skills and Integrated skills) | Reading the sources about the skills of scientific process | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | Preparing for the exam | Ölçme Yöntemleri: Ödev, Proje / Tasarım, Performans Değerlendirmesi |
| 9 | Asking questions strategies | Reading sources about the asking questions strategies | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama, Grup Çalışması |
| 10 | Methods and techniques used in early childhood science education (project and drama) | Reading the sources about the methods and techniques used in early childhood science education | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama |
| 11 | Methods and techniques used in early childhood science education (Analogy and Field trip) | Reading the sources about the field trip and analogy | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama, Gösteri, Gösterip Yaptırma, Grup Çalışması |
| 12 | Methods and techniques used in early childhood science education (Experiment and concept maps) | Reading sources about the experiment and concept maps | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama, Gösteri, Gösterip Yaptırma, Grup Çalışması, Deney / Laboratuvar |
| 13 | Science programs used in early childhood education (STEM) | Reading sources about the STEM | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama, Gösteri, Gösterip Yaptırma, Grup Çalışması |
| 14 | Science programs used in early childhood education (GEMS) | Reading sources about the GEMS | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama, Gösteri, Gösterip Yaptırma, Grup Çalışması |
| 15 | Early childhood assessment methods and techniques | Reading sources about the early childhood assessment methods and techniques | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama, Gösteri, Gösterip Yaptırma |
| 16 | Term Exams | Preparing for the exam 1 | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | Preparing for the exam 2 | Ölçme Yöntemleri: Yazılı Sınav |
Student Workload - ECTS
| Works | Number | Time (Hour) | 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 | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 157 | ||
| Total Workload / 25 (h) | 6,28 | ||
| ECTS | 6 ECTS | ||