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Information
| Code | FBE730 |
| Name | Digital Teaching Materials in Science Education |
| Term | 2023-2024 Academic Year |
| Semester | . Semester |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Arş.Gör.Dr. BETÜL KARADUMAN |
Course Goal / Objective
The main purpose of this course is to comprehend the relationship between science curriculum and educational technologies, to discuss the effect of using digital teaching materials in science education, to recognize Web 2.0 tools and to gain the skills of developing and implementing digital educational content by using the most commonly used Web 2.0 tools in the classroom environment.
Course Content
Digitalization in Education, digital pedagogy and Science education, Examination of digitalization examples in science education in our country and in the world. Relationship between instructional technology and learning theories, Digital Instructional Material design models, Examination of auxiliary tools in digital teaching material development, Using Cloud Systems for Instructional Purposes and Virtual Classroom Environments, Web 2.0 Presentation Development and Assessment Tools, Web 2.0 Interactive Videos and Animation Tools, Web 2.0 Digital Rubrics and portfolio tools, Web 2.0 Concept Mapping tools, Virtual labs, Digital Puzzles and QR Code Applications, Evaluation of digital science teaching materials
Course Precondition
No prerequisites
Resources
Course presentations and notes
Notes
Ak, M.,Erdoğan, M., & İlhan, G. (2020). Görsel bir öğretim materyali olarak dijital çizgi roman tasarımı: gezdim, gördüm, öğrettim. Journal of History School, (47). Armstrong, A. (2014). Technology in the classroom: It's not a matter of'if,'but'when'and'how'. The Education Digest, 79(5), 39. Asrizal, A., Amran, A., Ananda, A., Festiyed, F., & Sumarmin, R. (2018). The development of integrated science instructional materials to improve students’ digital literacy in scientific approach. Jurnal Pendidikan IPA Indonesia, 7(4), 442-450. Borthwick, A. C., & Hansen, R. (2017). Digital literacy in teacher education: Are teacher educators competent?. Journal of Digital Learning in Teacher Education, 33(2), 46-48. Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162-1175 Chai, C. S. (2018). Teacher professional development for science, technology, engineering and mathematics (STEM) education: A review from the perspectives of technological pedagogical content (TPACK). The Asia-Pacific Education Researcher, 28(1), 5-13 Çakır, R., Yükseltürk, E. (2010). Bilgi Toplumu Olma Yolunda Öğrenen Organizasyonlar, Bilgi Yönetimi Ve E-Öğrenme Üzerine Teorik Bir Çözümleme. Kastamonu Eğitim Dergisi, 18(2): 501-512 Dewi, N. R., Magfiroh, L., Nurkhalisa, S., & Dwijayanti, I. (2019). The development of contextual-based science digital storytelling teaching materials to improve students’ critical thinking on classification theme. Journal of Turkish Science Education, 16(3), 364-378. Ghavifekr, S., & Rosdy, W. A. W. (2016). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1, 175-191. Hoyles, C. (2018). Transforming the mathematical practices of learners and teachers through digital technology. Research in Mathematics Education, 20(3), 209-228. Joebagio, H., & Akhyar, M. (2018). Teachers’ perception on digital teaching material development in social science education. Journal of Turkish Science Education, 15(Special), 13-21.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Have knowledge about theories related to technology integration in education |
| LO02 | Exemplifies the use of various technologies for teaching, |
| LO03 | Understands the relationship between the nature of science and educational technologies, |
| LO04 | Evaluates the relationship between science curriculum and technology, |
| LO05 | Discusses the impact of technology in terms of science learning and teaching |
| LO06 | Evaluates different technology-supported applications in different areas of science education. |
| LO07 | Develop and apply digital teaching materials for science education.) |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Define and apply scientific research and analysis methods used in science | 5 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Has basic knowledge and skills related to Science Education. | 5 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Explains the development and learning theories within the scope of science education. | 4 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Describes instructional strategies, methods and techniques on the level of expertise on the basis of undergraduate qualifications. | 4 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Explains the interaction between disciplines related to the field. | 3 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Explains the knowledge in the subject areas of science education at the level of expertise. | 3 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Relate knowledge of science education with information in different fields. | 5 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Apply the theoretical and practical knowledge in the field of expertise | 5 |
| PLO09 | Bilgi - Kuramsal, Olgusal | Criticize the practices related to science education at national and international level. | 4 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Plans and conducts a scientific research. | |
| PLO11 | Bilgi - Kuramsal, Olgusal | Apply teaching methods and techniques on the basis of undergraduate qualifications. | 3 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Manages a study that requires expertise in the field independently. | 4 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Makes teamwork or leadership in situations that require resolution of problems related to the field. | 4 |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | Questions scientific and social issues with new perspectives. | 3 |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | Carries out studies in the field of lifelong learning. | 3 |
| PLO16 | Beceriler - Bilişsel, Uygulamalı | Follow technological developments. | 5 |
| PLO17 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Provides a scientific study in the field of science education, supported by qualitative and quantitative data, in writing, orally and visually, to experts or non-specialists. | 4 |
| PLO18 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Uses information and communication technologies effectively | 5 |
| PLO19 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Use the languages of the European language portfolio to understand the information in the field and to communicate verbally and in writing | |
| PLO20 | Yetkinlikler - Öğrenme Yetkinliği | Acts in accordance with social, scientific, cultural and ethical values when conducting a scientific research or project or interpreting a study. | 4 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction of course content, resources, strategies, methods and techniques to be followed | Related readings | Öğretim Yöntemleri: Anlatım |
| 2 | Digitalization in Education, digital pedagogy and Science education | related readings | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 3 | Examination of digitalization examples in science education in our country and in the world. | related readings | Öğretim Yöntemleri: Tartışma, Beyin Fırtınası |
| 4 | Relationship between instructional technology and learning theories | related readings | Öğretim Yöntemleri: Tartışma, Grup Çalışması, Beyin Fırtınası |
| 5 | Digital Instructional Material design models | related readings | Öğretim Yöntemleri: Tartışma, Bireysel Çalışma, Alıştırma ve Uygulama |
| 6 | Examination of auxiliary tools in digital teaching material development | related readings | Öğretim Yöntemleri: Bireysel Çalışma, Alıştırma ve Uygulama |
| 7 | Using Cloud Systems for Instructional Purposes and Virtual Classroom Environments | related readings | Öğretim Yöntemleri: Tartışma, Bireysel Çalışma, Alıştırma ve Uygulama |
| 8 | Mid-Term Exam | Ölçme Yöntemleri: Yazılı Sınav |
|
| 9 | Web 2.0 Presentation Development and Assessment Tools | Recognise the relevant web 2.0 tool. | Öğretim Yöntemleri: Bireysel Çalışma |
| 10 | Web 2.0 Interactive Videos and Animation Tools | Recognise the relevant web 2.0 tool. | Öğretim Yöntemleri: Alıştırma ve Uygulama, Bireysel Çalışma |
| 11 | Web 2.0 Digital Rubrics and portfolio tools | Recognise the relevant web 2.0 tool. | Öğretim Yöntemleri: Alıştırma ve Uygulama, Gösterip Yaptırma |
| 12 | Web 2.0 Concept Mapping tools | Recognise the relevant web 2.0 tool. | Öğretim Yöntemleri: Gösterip Yaptırma, Bireysel Çalışma, Alıştırma ve Uygulama |
| 13 | Virtual labs, Digital Puzzles and QR Code Applications | Recognise the relevant web 2.0 tool. | Öğretim Yöntemleri: Alıştırma ve Uygulama, Gösterip Yaptırma, Bireysel Çalışma |
| 14 | Evaluation of digital science teaching materials | Recognise the relevant web 2.0 tool. | Öğretim Yöntemleri: Beyin Fırtınası |
| 15 | General evaluation of the course | Recognise the relevant web 2.0 tool. | Öğretim Yöntemleri: Tartışma, Beyin Fırtınası |
| 16 | Term Exams | Ölçme Yöntemleri: Proje / Tasarım |
|
| 17 | Term Exams | Ölçme Yöntemleri: Proje / Tasarım |
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 | 3 | 42 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 14 | 3 | 42 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 7 | 7 |
| Final Exam | 1 | 8 | 8 |
| Total Workload (Hour) | 141 | ||
| Total Workload / 25 (h) | 5,64 | ||
| ECTS | 6 ECTS | ||