TÜRKÇE
ENGLISH
Information
| Code | OÖ756 |
| Name | |
| Term | 2024-2025 Academic Year |
| Term | Fall and Spring |
| 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 Instructor |
Dr. Öğr. Üyesi Melek Merve YILMAZ
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
Explains and debates the importance of science education in early childhood and the teacher's pedagogical content knowledge specific to science education.
Course Content
The Importance of Science in Early Childhood, Science Process Skills in Early Childhood, Pedagogical Content Knowledge for Early Childhood Science Education, Motivation in Early Childhood Science Education, Concepts in Early Childhood Science Education, Strategies in Early Childhood Science Education, Media and Technology in Early Childhood Science Education, Early Childhood Science Home and Community Participation in Education
Course Precondition
none
Resources
Abell, S. K. (2007). Research on science teacher knowledge. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1105–1149). Mahwah: Erlbaum. Lind, K. (2000). Exploring science in early childhood: A developmental approach (3rd ed.). Delmar Thomson Learning. National Research Council (NRC). (1996). National science education standards. Washington, D.C., National Academy Press. YILMAZ, M. M., & SIĞIRTMAÇ, A. (Ed.) (2023). Early Childhood Science Education. Nobel Akademik Yayıncılık.
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. Worth, K. & Grollman, S. (2003). Worms, shadows and whirlpools: science in the early childhood classroom. Washington: National Science Foundation.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the definition and importance of science education in early childhood. |
| LO02 | Explains the concepts that can be included in early childhood science education. |
| LO03 | Lists the science specific process skills that can be handled in early childhood science education. |
| LO04 | Debates the importance of pedagogical content knowledge for early childhood science education. |
| LO05 | Design activities by using pedagogical content knowledge for early childhood science education. |
| LO06 | Distinguishes methods for the appropriate use of science concepts in education. |
| LO07 | Designs different types of questions that can be asked to children in the process of science education. |
| LO08 | Identifies misconceptions that may be encountered in early science education. |
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. | 4 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Defines, describes and explains teaching strategies, methods and techniques. | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Explains the interactions among different disciplines related to her/his field of study. | |
| PLO05 | Bilgi - Kuramsal, Olgusal | Relates knowledge in the field of early childhood education to the knowledge in other fields. | 5 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Explains the theoretical and applied knowledge in the field of study at expert level. | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Critically reviews and reflects on the national and international approaches to early childhood education. | |
| 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. | 5 |
| PLO13 | Beceriler - Bilişsel, Uygulamalı | Executes studies in her/his field of study in accordance with the life long learning perspective. | 5 |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | Becomes sensitive to and follows the social and technological developments. | 5 |
| 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. | 5 |
| 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. | 5 |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Acts in accordance with the social, scientific, cultural and ethical standards when conducting a scientific research or concluding projects. | 5 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction of course content, resources, strategies, methods and techniques to be followed | related resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 2 | The importance of science education in early childhood and current trends | related resources | Öğretim Yöntemleri: Beyin Fırtınası, Tartışma |
| 3 | Concepts in Early Childhood Science Education | realted resources | Öğretim Yöntemleri: Tartışma, Beyin Fırtınası, Örnek Olay |
| 4 | Studies on life science concepts in early science education | related resources | Öğretim Yöntemleri: Alıştırma ve Uygulama, Tartışma |
| 5 | Studies on physical science concepts in early science education | related resources | Öğretim Yöntemleri: Alıştırma ve Uygulama, Örnek Olay |
| 6 | Studies on earth and space science concepts in early science education | related resources | Öğretim Yöntemleri: Örnek Olay, Tartışma |
| 7 | Misconceptions-Pedagogical Content Knowledge for Early Childhood Science Education-Concepts | related resources | Öğretim Yöntemleri: Tartışma, Grup Çalışması, Örnek Olay |
| 8 | Mid-Term Exam | learning resources | Ölçme Yöntemleri: Ödev |
| 9 | Science Process Skills in Early Childhood | related resources | Öğretim Yöntemleri: Tartışma, Anlatım |
| 10 | Pedagogical Content Knowledge for Early Childhood Science Education-Science Process Skills | related resources | Öğretim Yöntemleri: Alıştırma ve Uygulama, Tartışma |
| 11 | Sensitivity in early childhood science education- PCK | related resources | Öğretim Yöntemleri: Tartışma, Alıştırma ve Uygulama |
| 12 | Sensitivity in Early Childhood science education in practice - Concepts and Skills | related resources | Öğretim Yöntemleri: Bireysel Çalışma, Tartışma |
| 13 | Motivation in Early Childhood Science Education | related resources | Öğretim Yöntemleri: Anlatım, Beyin Fırtınası |
| 14 | Strategies in Early Childhood Science Education, Home and Community Engagement | related resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 15 | Planning, Evaluation and Documentation in Early Childhood Science Education | related resources | Öğretim Yöntemleri: Grup Çalışması, Tartışma |
| 16 | Term Exams | learning resources | Ölçme Yöntemleri: Ödev |
| 17 | Term Exams | learning resources | Ölçme Yöntemleri: Ödev |
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) | 17 | 3 | 51 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 4 | 8 | 32 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 15 | 15 |
| Total Workload (Hour) | 155 | ||
| Total Workload / 25 (h) | 6,20 | ||
| ECTS | 6 ECTS | ||