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Description of Individual Course Units| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | SNF3022013333 | SCIENCE AND TECHNOLOGY INSTRUCTION II | Compulsory | 3 | 6 | 4 |
| | Level of Course Unit | | First Cycle | | Objectives of the Course | | Making students science literate. Improve the mental and hand ability. To be aware of the up to date practices and inclinations. Understanding the properties of elementary science curriculum. Understanding the relations among science-technology-society-environment. Make technology literacy. | | Name of Lecturer(s) | | Yrd. Doç. Dr. İkramettin Daşdemir | | Learning Outcomes | | 1 | able to know the processes of concept development | | 2 | gain techniques in determining misconceptions about Science and Technology and removing them | | 3 | gain knowledge and information about various science teaching models | | 4 | gain practical and theoretical skills and knowledge about measurement and assessment processes in science and technology | | 5 | gain knowledge about current science teaching methods and theories |
| | Mode of Delivery | | Formal Education | | Prerequisites and co-requisities | | None | | Recommended Optional Programme Components | | None | | Course Contents | | Science Education and basic concepts about science teaching. Science, technology, scientific knowledge and characteristics of scientific method, science and technology literacy; connection of science, technology, society and environment; attitude of science, goals of science education, historical development of science education in Turkey and the World. constructivism and science education, cognitive development and science education, scientific Development and science education, properties of science and technology curriculum and relationship of other disciplines, development cognitive process and sample applications. | | Weekly Detailed Course Contents | |
| 1 | Introducation the course program | | | | 2 | 5E, 7E | | | | 3 | Multiple Intelligence theory | | | | 4 | Project based learning | | | | 5 | Project based learning | | | | 6 | Concept, its significance, development procedures of concept, its classfication and hiererchical order, relationships between concepts | | | | 7 | Learning concept, methods of students’ probing understanding | | | | 8 | Measurement and evaluation | | | | 9 | Mid-term exam; Assessment 1-2-3 | | | | 10 | Learning styles (Kolb, Dunn, 4MAT…) | | | | 11 | Computer assisted science and technology instruction | | | | 12 | Science learning in informal environments | | | | 13 | Brain-based learning and context-based learning | | | | 14 | Presentation of prepared sample lecture | | | | 15 | | | | | 16 | | | |
| | Recommended or Required Reading | | •Fen ve Teknoloji Öğretimi: Editor; Yrd. Doç. Dr. Özgür Taşkın, Yrd. Doç. Dr. Özlem Koray. Lisans Yayıncılık. •Fen Bilgisi Öğretimi: Prof. Dr. Fitnat Kaptan, MEB yayınları. •Aktif Öğrenme: Kamile Ün Açıkgöz, Eğitim Dünyası Yayınları,2002,İzmir •Ayas, A. Vd. (2008). Kuramdan uygulamaya fen ve teknoloji öğretimi. Pegem A Yayıncılık, Ankara •Çepni, s. (2005). Kuramdan Uygulmaya Fen ve Teknoloji Öğretimi, Pegem yayıncılık •Çil, E., & Çepni, S. (2009). Fen ve Teknoloji Programı (Tanıma, Planlama, Uygulama ve SBS’yle İlişkilendirme) 1. Ve 2. Kademe Öğretmen El Kitabı, Pegem yayıncılık •Ann M. L. Cavallo, Edmund A. Marek, (1997). The Learning Cycle: Elementary School Science and Beyond: •Multiple Intelligences: The Theory in Practice, Basic Books, Howard GARDNER 1993. •Çoklu Zeka Teorisi ve Eğitimi: Ahmet Saban, Nobel Yayınları, Ankara, 2001 •Eğitim-Öğretimde Çoklu Zeka Teorisi ve Uygulamaları, K. E.YAVUZ, Özel Ceceli Okulları Eğitim Dizisi-1 Ankara, 2001. | | Planned Learning Activities and Teaching Methods | | | Assessment Methods and Criteria | |
| SUM | 0 | |
| SUM | 0 | | Yarıyıl (Yıl) İçi Etkinlikleri | 40 | | Yarıyıl (Yıl) Sonu Etkinlikleri | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
| | Workload Calculation | |
| Midterm Examination | 1 | 2 | 2 | | Final Examination | 1 | 2 | 2 | | Discussion | 2 | 10 | 20 | | Experiment | 3 | 15 | 45 | | Report Preparation | 2 | 10 | 20 | | Report Presentation | 2 | 15 | 30 | |
| Contribution of Learning Outcomes to Programme Outcomes | | LO1 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | | LO2 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | | LO3 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | | LO5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 |
| | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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