| Course Title | Code | Language | Type | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|---|---|
| Science Lab. Applications | SNZ203 | Turkish | Compulsory | 3. Semester | 0 + 2 | 1.0 | 3.0 |
| Prerequisite Courses | |
| Course Level | Undergraduate |
| Mode of delivery | Face to face |
| Course Coordinator | Dr. Öğr. Üyesi Tuğba ECEVİT |
| Instructor(s) | Dr. Öğr. Üyesi Tuğba ECEVİT (Güz) |
| Goals | Texperiments and activities related to science topics for 3rd and 4th-grade levels, using simple and inexpensive materials. Additionally, it seeks to raise awareness among teacher candidates that the focus should be on how an activity is conducted rather than what the activity is. |
| Course Content | The course focuses on developing primary teacher candidates' scientific process skills and inquiry-based questioning abilities within a science laboratory environment. Each week, a different science topic is explored, allowing teacher candidates to design and conduct their own experiments using simple and affordable materials. In this process: Scientific Process Skills: Teacher candidates actively practice essential scientific process skills, such as formulating hypotheses, making observations, collecting data, analyzing results, and drawing conclusions. Inquiry and Questioning: The course content aims to enhance candidates' abilities to ask meaningful questions and foster inquiry skills. Through these skills, they learn to pose questions that stimulate critical thinking and curiosity in students. Student-Centered Activities: The activities are designed not only to develop teacher candidates' own skills but also to equip them with the knowledge and practice to foster these skills in their future students. By the end of this course, teacher candidates will be able to evaluate their own learning processes and acquire the skills to plan effective science activities for students. |
| # | Öğrenme Kazanımı |
| 1 | Teacher candidates actively use fundamental scientific process skills such as formulating hypotheses, making observations, collecting data, analyzing results, and drawing conclusions while designing experiments. |
| 2 | Through these abilities, they learn to ask questions that inspire critical thinking and curiosity for research in students. |
| 3 | The activities not only allow teacher candidates to enhance their own skills but also provide knowledge and practice in how to foster these skills in their future students. |
| 4 | teacher candidates will be able to evaluate their own learning processes and acquire the skills needed to plan effective science activities for students. |
| Week | Topics/Applications | Method |
|---|---|---|
| 1. Week | Purpose, Importance, and Safety of Laboratory in Science Education | Interview, Practice, Preparation, After Class Study, Research |
| 2. Week | Developing Scientific Method and Scientific Process Skills Skill of Formulating Researchable Questions | Research, Practice, Preparation, After Class Study |
| 3. Week | Experiment Examples with Simple and Inexpensive Materials Importance of How the Activity is Conducted Over What the Activity Is Preparation for Experiment Design | Preparation, After Class Study, Research, Practice |
| 4. Week | Physical Phenomena Topic Area Experiments for Measurement Experiments on Force and Motion | Practice, Research, Preparation, After Class Study |
| 5. Week | Physical Phenomena Topic Area Experiments on Electricity and Magnetism | Research, Practice, Preparation, After Class Study |
| 6. Week | Physical Phenomena Topic Area Experiments on Light and Sound | Research, Preparation, After Class Study, Practice |
| 7. Week | Earth and Universe Topic Area | Practice, Research, Preparation, After Class Study |
| 8. Week | Midterm exam | |
| 9. Week | Earth and Universe Topic Area | Research, Preparation, After Class Study, Practice |
| 10. Week | Matter and Its Nature Topic Area Experiments on Properties and Structure of Matter Experiments on States of Matter and Phase Changes | Research, Preparation, After Class Study, Practice |
| 11. Week | Matter and Its Nature Topic Area ,Experiments on Kitchen Science | Interview, Practice, Preparation, After Class Study |
| 12. Week | Matter and Its Nature Topic Area Experiments on Physical and Chemical Reactions | Research, Preparation, After Class Study, Practice |
| 13. Week | Living Beings and Life Topic Area | Preparation, After Class Study, Practice, Research |
| 14. Week | Living Beings and Life Topic Area | Preparation, After Class Study, Practice, Research |
| No | Program Requirements | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Understands the interaction between the disciplines related to the field of classroom teaching. | ✔ | |||||
| 2 | Approaches the information about the field of classroom teaching with a critical perspective. | ✔ | |||||
| 3 | Uses the necessary computer software in the field of classroom teaching. | ✔ | |||||
| 4 | Internalizes the skills developed in the field of classroom teaching and uses them in interdisciplinary studies. | ✔ | |||||
| 5 | Knows and applies the basic skills that a child at primary school level should have. | ✔ | |||||
| 6 | Is aware of the theoretical foundations (philosophical, sociological, psychological, historical, legal, economic, etc.) on which education is based and reflects these theories in their practices. | ✔ | |||||
| 7 | Is aware of the attitude, responsibility, and ethical values related to the teaching profession and behaves accordingly. | ✔ | |||||
| 8 | Plans, implements, and evaluates the learning-teaching process effectively, considering the curricula' basic concepts, principles, and characteristics. | ✔ | |||||
| 9 | Designs and manages an effective and supportive learning environment based on learning and teaching theory, approach, strategy, methods, and instructional technologies in creating the learning-teaching process. | ✔ | |||||
| 10 | Follows the innovation, development, and 21st-century skills in the teaching profession and reflects these developments and skills to research and practice based on scientific principles. | ✔ | |||||
| 11 | Uses Turkish properly and effectively per the rules and communicates well with students. | ||||||
| 12 | Adheres to Atatürk's Principles and Revolutions and exhibits attitudes and behaviors toward democracy, human rights, and Turkish national, moral, and cultural values. | ||||||
| 13 | Knows at least one foreign language at a level to monitor and communicate with colleagues. | ||||||
| 14 | Is aware of the importance of willing and active participation in cultural, social, environmental, artistic and sportive activities for the teaching profession, to be an effective global citizen. | ✔ | |||||
| 15 | Acts sensitively to local and global events and developments and participates in projects and activities to support society's development, with a sense of social responsibility. | ✔ | |||||
| Program Requirements | DK1 | DK2 | DK3 | DK4 |
|---|---|---|---|---|
| PY1 | 5 | 5 | 5 | 5 |
| PY2 | 2 | 2 | 2 | 2 |
| PY3 | 4 | 4 | 4 | 4 |
| PY4 | 5 | 5 | 5 | 5 |
| PY5 | 4 | 4 | 4 | 4 |
| PY6 | 1 | 1 | 1 | 1 |
| PY7 | 4 | 4 | 4 | 4 |
| PY8 | 5 | 5 | 5 | 5 |
| PY9 | 5 | 5 | 5 | 5 |
| PY10 | 4 | 4 | 4 | 5 |
| PY11 | 0 | 0 | 0 | 0 |
| PY12 | 0 | 0 | 0 | 0 |
| PY13 | 0 | 0 | 0 | 0 |
| PY14 | 1 | 2 | 1 | 3 |
| PY15 | 3 | 4 | 4 | 3 |
| Ders Kitabı veya Notu |
|
|---|---|
| Diğer Kaynaklar |
|
| ECTS credits and course workload | Quantity | Duration (Hour) | Total Workload (Hour) | |
|---|---|---|---|---|
|
Ders İçi |
Class Hours | 1 | 10 | 10 |
|
Ders Dışı |
Preparation, After Class Study | 2 | 7 | 14 |
| Research | 1 | 22 | 22 | |
| Interview | 1 | 1.5 | 1.5 | |
| Presentation (Preparation) | 2 | 3 | 6 | |
| Other Activities | 1 | 21 | 21 | |
|
Sınavlar |
Midterm 1 | 1 | 1 | 1 |
| Final | 1 | 1 | 1 | |
| Total Workload | 76.5 | |||
| *AKTS = (Total Workload) / 25,5 | ECTS Credit of the Course | 3.0 | ||
