TÜRKÇE
ENGLISH
Information
| Code | OÖ755 |
| Name | |
| 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 |
Course Goal
The main purpose of this course is to comprehend the theoretical foundations on which inquiry-based learning approach, to realize the benefits of inquiry parallel to contemporary and constructivist approaches for children and teachers, to gain experience on how to plan and implement inquiry-based learning processes
Course Content
Historical and theoretical background of inquiry-based learning, comparison with other learning approaches, Inquiry-based learning approach, Steps of inquiry-based learning approach, Relationship between inquiry-based learning and preschool education program, Planning activities with inquiry-based learning approach, Implementing inquiry-based learning processes, Inquiry-based learning evaluation of learning processes.
Course Precondition
None
Resources
Audet, R. H., & Jordan, L. K. (2005). Integrating inquiry across the curriculum. Thousand Oaks, CA: Corwin Press. Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and children, 46(2), 26. Bevins, S., & Price, G. (2016). Reconceptualising inquiry in science education. International Journal of Science Education, 38(1), 17-29.
Notes
Cremin,T., Glauert, E., Craft, A., Compton , A., & Stylianidou, F. (2015) Creative Little Scientists: exploring pedagogical synergies between inquiry based and creative approaches in early years science, Education 3-13, 43(4), 404-419. Duran, E., Ballone-Duran, L., Haney, J., & Beltyukova, S. (2009). The impact of a professional development program integrating informal science education on early childhood teachers’ self-efficacy and beliefs about inquiry-based science teaching. Journal of Elementary Science Education, 21(4), 53-70. Eckhoff, A. (2017). Partners in inquiry: A collaborative life science investigation with preservice teachers and kindergarten students. Early Childhood Education Journal, 45(2), 219-227. Eggen, P. D., & Kauchak, D. P. (2006). Strategies and models for teachers: teaching content and thinking skills. Boston: Allyn & Bacon. ErgaZaki, M., & Zogza, V. (2013). How does the model of Inquiry-Based Science Education work in the kindergarten: The case of biology. Review of Science, Mathematics and ICT Education, 7(2), 73-97. Eti, I. & Sigirtmac, A. (2021). Developing inquiry-based science activities in early childhood education: An action research. International Journal of Research in Education and Science (IJRES), 7(3), 785-804. https://doi.org/10.46328/ijres.1973 Furtado, L. (2010). Kindergarten teachers' perceptions of an inquiry-based science teaching and learning professional development intervention. New Horizons in Education, 58(2), 104-120.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the historical and theoretical background of inquiry-based learning |
| LO02 | Compares with other learning approaches. |
| LO03 | Comprehends the inquiry-based learning approach |
| LO04 | Lists the steps of inquiry-based learning approach. |
| LO05 | Relates inquiry-based learning to preschool education program. |
| LO06 | Plans, implements and evaluates activities with an inquiry-based learning approach. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Describes and defines different scientific research methods and analyses used in social sciences. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | Thoroughly explains the educational and developmental issues related to early childhood education. | 2 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Defines, describes and explains teaching strategies, methods and techniques. | 5 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Explains the interactions among different disciplines related to her/his field of study. | 3 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Relates knowledge in the field of early childhood education to the knowledge in other fields. | 2 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Explains the theoretical and applied knowledge in the field of study at expert level. | 2 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Critically reviews and reflects on the national and international approaches to early childhood education. | 2 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Plans and executes a scientific research study. | |
| PLO09 | Bilgi - Kuramsal, Olgusal | Applies different teaching strategies, methods and techniques. | 4 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Independently executes a study that requires expertise in his/her field. | |
| PLO11 | Bilgi - Kuramsal, Olgusal | Works in a team and/or acts as a leader to solve problems in her/his field. | |
| PLO12 | Beceriler - Bilişsel, Uygulamalı | Questions and inquires into the social and scientific topics in a critical manner and is open to new perspectives. | |
| PLO13 | Beceriler - Bilişsel, Uygulamalı | Executes studies in her/his field of study in accordance with the life long learning perspective. | 2 |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | Becomes sensitive to and follows the social and technological developments. | |
| PLO15 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Presents a research study that s/he conducted in the field of early childhood education to a group of experts or non-experts orally, visually or in writing, | |
| PLO16 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Utilizes the information and communication technologies effectively. | |
| PLO17 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Proficiently uses one of the languages in the European Language Portfolio at the level that enables her/him understand the knowledge base related to her/his field of study, communicate orally and verbally. | |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Acts in accordance with the social, scientific, cultural and ethical standards when conducting a scientific research or concluding projects. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction of course content, resources, strategies, methods and techniques to be followed | Review of the Sylabus | Öğretim Yöntemleri: Soru-Cevap, Anlatım |
| 2 | The historical and theoretical background of Inquiry-based learning | Reading the first chapter of the book | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Achievements of learners and teachers in inquiry based learning approach | Reading the second chapter of the book | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 4 | The role of teacher in inquiry-based learning | Reading the third chapter of the book | Öğretim Yöntemleri: Anlatım, Tartışma |
| 5 | The types of inquiry-based learning | Reading the forth chapter of the book | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 6 | The stages of inquiry-based learning I | Reading the fifth chapter of the book | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | The stages of inquiry-based learning II | Reading the fifth chapter of the book | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | Studying the course notes of the previous weeks | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Inquiry-based learning and science process skills | Reading the sixth chapter of the book | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 10 | Inquiry-based learning and Preschool education programme | Reading the Preschool Program of Ministry of National Education | Öğretim Yöntemleri: Anlatım, Tartışma, Alıştırma ve Uygulama |
| 11 | Inquiry-based learning activity samples and planning | Prepare a plan | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 12 | Planning and implementation of inquiry-based learning | Prepare and implement a plan | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 13 | The evaluation of inquiry-based learning | Reading the seventh chapter of the book | Öğretim Yöntemleri: Anlatım, Tartışma |
| 14 | Review and evaluation of inquiry-based learning research in early childhood | Review of related studies | Öğretim Yöntemleri: Bireysel Çalışma |
| 15 | Planning an inquiry-based learning realated study | A general review of the process | Öğretim Yöntemleri: Soru-Cevap, Anlatım |
| 16 | Term Exams | Studying the course materials | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | Studying the course materials | Ölçme Yöntemleri: Yazılı Sınav |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 15 | 3 | 45 |
| Out of Class Study (Preliminary Work, Practice) | 15 | 3 | 45 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 10 | 6 | 60 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 2 | 2 |
| Final Exam | 1 | 2 | 2 |
| Total Workload (Hour) | 154 | ||
| Total Workload / 25 (h) | 6,16 | ||
| ECTS | 6 ECTS | ||