| Course Title | Code | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|
| Current Approaches In Science Education In Primary School | TSE505 | 3 + 0 | 3.0 | 7.0 |
| Prerequisites | None |
| Language of Instruction | Turkish |
| Course Level | Graduate |
| Course Type | |
| Mode of delivery | face to face |
| Course Coordinator |
Assist. Prof. Dr. Tuğba ECEVİT |
| Instructors |
Tuğba ECEVİT |
| Assistants | |
| Goals | This course aims to equip prospective teachers with the ability to effectively implement current science education approaches at the elementary level. The focus is on developing scientific process skills, concept teaching, inquiry-based learning, argumentation-based science learning, and enhancing questioning skills. The course emphasizes building teacher-student interactions that foster inquiry and argumentation skills in science education. Additionally, the course aims to develop teachers’ ability to set instructional goals based on Bloom’s Taxonomy, facilitating structured and meaningful learning experiences. |
| Course Content | his course aims to introduce current science education approaches at the elementary level, enhancing teachers’ science teaching skills. The content covers topics such as developing scientific process skills, concept teaching, identifying and addressing misconceptions, inquiry-based learning, and argumentation-based science learning. Additionally, key concepts include the 5E learning model, goal setting based on Bloom’s Taxonomy, and building effective questioning skills. Throughout the course, teachers actively participate in the design, implementation, and evaluation of instructional activities, fostering hands-on experience and practical skill development. |
| Learning Outcomes |
| Week | Topics | Learning Methods |
|---|---|---|
| 1. Week | Introduction to the Course, Concept Workshop | |
| 2. Week | Learning, Teaching, and Assessment Workshop | |
| 3. Week | Analysis and Review of the Science Curriculum | |
| 4. Week | Concept Teaching Strategies | |
| 5. Week | Identifying and Addressing Misconceptions | |
| 6. Week | Inquiry-Based Learning Approaches | |
| 7. Week | Argumentation-Based Learning Approaches | |
| 8. Week | Argumentation-Supported Inquiry-Based Applications | |
| 9. Week | Development and Assessment of Scientific Process Skills | |
| 10. Week | Teacher-Student Interaction in the Classroom, Classroom Discourse Analysis | |
| 11. Week | Importance of Teacher Questions, Developing Questioning Skills | |
| 12. Week | Bloom’s Taxonomy and Its Role in Classroom Discourse | |
| 13. Week | Designing, Implementing, and Evaluating Argumentation-Supported Inquiry-Based Activitiies | |
| 14. Week | Designing, Implementing, and Evaluating Argumentation-Supported Inquiry-Based Activities |
| Ayas, A et al. (Ed.(See also Salih ÇEPNI).Teaching Science and Technology from Theory to Practice, PegemA Publishing, Ankara |
| Text | Ders Kitabı |
| Document | 5E öğrenme modeline göre ders planlama şablonu |
| Text | Ders Kitabı |
| Document | 5E öğrenme modeline göre ders planlama şablonu |
