Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SCIENCE, MATHEMATICS and TECHNOLOGY for CHILDREN | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Short Cycle (Associate's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Aziz KÜÇÜKKELEPÇE |
| Name of Lecturer(s) | Lect. Merve YÜCEL BASUT |
| Assistant(s) | |
| Aim | In this course, the methods of explaining science and technology events in a concrete way and teaching simple mathematical operations of blocks and concept formulas will be explained. |
| Course Content | This course contains; Definition of science, the importance of science and nature and children's science learning,Has knowledge about science programs in pre-school education.,Has knowledge about science programs in pre-school education. ,The role of family and society in science education,Science activities in preschool education 1,Science activities in preschool education 2,Cognitive process skills and teaching techniques,Basic mathematical concepts and skills in preschool period,Measurement, pattern, graphics and problem solving skills,Number concept, operation concept, geometry and spatial thinking,Preschool math activity examples 1,Preschool math activity examples 2,Relationship between mathematics and science in preschool period 1,Relationship between mathematics and science in preschool period 2. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| It recognizes the acquisition of learning experiences in children. | 10, 16, 9 | A, E |
| Explains the purpose of Science, Mathematics and Technology education. | 10, 16, 9 | A, E |
| Fen etkinlikleri içerisinde yer alabilecek çalışmaları belirler. | 10, 16, 9 | A, E |
| Applies science, mathematics and technology activities. | 10, 16, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of science, the importance of science and nature and children's science learning | No preliminary preparation is required. |
| 2 | Has knowledge about science programs in pre-school education. | No preliminary preparation is required. |
| 3 | Has knowledge about science programs in pre-school education. | No preliminary preparation is required. |
| 4 | The role of family and society in science education | No preliminary preparation is required. |
| 5 | Science activities in preschool education 1 | No preliminary preparation is required. |
| 6 | Science activities in preschool education 2 | No preliminary preparation is required. |
| 7 | Cognitive process skills and teaching techniques | No preliminary preparation is required. |
| 8 | Basic mathematical concepts and skills in preschool period | No preliminary preparation is required. |
| 9 | Measurement, pattern, graphics and problem solving skills | No preliminary preparation is required. |
| 10 | Number concept, operation concept, geometry and spatial thinking | No preliminary preparation is required. |
| 11 | Preschool math activity examples 1 | No preliminary preparation is required. |
| 12 | Preschool math activity examples 2 | No preliminary preparation is required. |
| 13 | Relationship between mathematics and science in preschool period 1 | No preliminary preparation is required. |
| 14 | Relationship between mathematics and science in preschool period 2 | No preliminary preparation is required. |
| Resources |
| Prof. Dr. Berrin Akman, Doç. Dr. Tülin Güler ve Doç. Dr. Gülden Uyanık Balat (Editörler) “Okul Öncesi Eğitimde Fen Eğitimi”. PEGEM Akademi Yayınları, Ankara. 2. Prof. Dr. Gelengül Haktanır. “Okul Öncesi Dönemde Çevre Eğitimi“ İçinde: ”Çevre Eğitimi” Türkiye Çevre Vakfı Yayını No: 178, Ankara. s: 11-34. 3. Prof. Dr. Yaşare Aktaş Arnas (Editör). Okul Öncesi Dönemde Fen Eğitimi. KÖK Yayıncılık. 4. Prof. Dr. Yıldız Güven. Erken Çocukluk Döneminde Sezgisel Düşünce ve Matematik. YA-PA Yayınları. 5. Gözlem Defteri. TÜBİTAK Popüler Bilim Kitapları. 6. TÜBİTAK Popüler Bilim Kitapları (0-8 yaş). |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | The student acquires theoretical and practical knowledge related to his field at a basic level. | X | |||||
| 1 | The student acquires theoretical and practical knowledge related to his field at a basic level. | X | |||||
| 2 | The student owns information about moral discipline and ethical rules related to his field. | X | |||||
| 3 | The student uses theoretical and practical knowledge related to his field at a basic level; basic fundamental computer programs and related technologies. | X | |||||
| 4 | The student manages a duty independently by using the knowledge about his field at a basic level. | X | |||||
| 5 | The student evaluates the knowledge about his field at a basic level with a critical approach, he designates his learning needs and directs his learning. | ||||||
| 6 | The student uses effective communication with related people and institutions about child development issues, by submitting his/her solutions. | ||||||
| 7 | that can be used effectively by determining the methods, technical services and technologies required for applications related to the field | ||||||
| 8 | He/she can produce solutions to unforeseen problems encountered in applications, can take responsibility in work groups, and has the ability to work individually. | ||||||
| 9 | Individuals who follow the developments in science and technology and improve themselves with the awareness of lifelong learning in the professional field are trained. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 2 | 28 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 25 | 25 | |||
| Performance Task, Maintenance Plan | 14 | 1 | 14 | |||
| Total Workload(Hour) | 115 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(115/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SCIENCE, MATHEMATICS and TECHNOLOGY for CHILDREN | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Short Cycle (Associate's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Aziz KÜÇÜKKELEPÇE |
| Name of Lecturer(s) | Lect. Merve YÜCEL BASUT |
| Assistant(s) | |
| Aim | In this course, the methods of explaining science and technology events in a concrete way and teaching simple mathematical operations of blocks and concept formulas will be explained. |
| Course Content | This course contains; Definition of science, the importance of science and nature and children's science learning,Has knowledge about science programs in pre-school education.,Has knowledge about science programs in pre-school education. ,The role of family and society in science education,Science activities in preschool education 1,Science activities in preschool education 2,Cognitive process skills and teaching techniques,Basic mathematical concepts and skills in preschool period,Measurement, pattern, graphics and problem solving skills,Number concept, operation concept, geometry and spatial thinking,Preschool math activity examples 1,Preschool math activity examples 2,Relationship between mathematics and science in preschool period 1,Relationship between mathematics and science in preschool period 2. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| It recognizes the acquisition of learning experiences in children. | 10, 16, 9 | A, E |
| Explains the purpose of Science, Mathematics and Technology education. | 10, 16, 9 | A, E |
| Fen etkinlikleri içerisinde yer alabilecek çalışmaları belirler. | 10, 16, 9 | A, E |
| Applies science, mathematics and technology activities. | 10, 16, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of science, the importance of science and nature and children's science learning | No preliminary preparation is required. |
| 2 | Has knowledge about science programs in pre-school education. | No preliminary preparation is required. |
| 3 | Has knowledge about science programs in pre-school education. | No preliminary preparation is required. |
| 4 | The role of family and society in science education | No preliminary preparation is required. |
| 5 | Science activities in preschool education 1 | No preliminary preparation is required. |
| 6 | Science activities in preschool education 2 | No preliminary preparation is required. |
| 7 | Cognitive process skills and teaching techniques | No preliminary preparation is required. |
| 8 | Basic mathematical concepts and skills in preschool period | No preliminary preparation is required. |
| 9 | Measurement, pattern, graphics and problem solving skills | No preliminary preparation is required. |
| 10 | Number concept, operation concept, geometry and spatial thinking | No preliminary preparation is required. |
| 11 | Preschool math activity examples 1 | No preliminary preparation is required. |
| 12 | Preschool math activity examples 2 | No preliminary preparation is required. |
| 13 | Relationship between mathematics and science in preschool period 1 | No preliminary preparation is required. |
| 14 | Relationship between mathematics and science in preschool period 2 | No preliminary preparation is required. |
| Resources |
| Prof. Dr. Berrin Akman, Doç. Dr. Tülin Güler ve Doç. Dr. Gülden Uyanık Balat (Editörler) “Okul Öncesi Eğitimde Fen Eğitimi”. PEGEM Akademi Yayınları, Ankara. 2. Prof. Dr. Gelengül Haktanır. “Okul Öncesi Dönemde Çevre Eğitimi“ İçinde: ”Çevre Eğitimi” Türkiye Çevre Vakfı Yayını No: 178, Ankara. s: 11-34. 3. Prof. Dr. Yaşare Aktaş Arnas (Editör). Okul Öncesi Dönemde Fen Eğitimi. KÖK Yayıncılık. 4. Prof. Dr. Yıldız Güven. Erken Çocukluk Döneminde Sezgisel Düşünce ve Matematik. YA-PA Yayınları. 5. Gözlem Defteri. TÜBİTAK Popüler Bilim Kitapları. 6. TÜBİTAK Popüler Bilim Kitapları (0-8 yaş). |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | The student acquires theoretical and practical knowledge related to his field at a basic level. | X | |||||
| 1 | The student acquires theoretical and practical knowledge related to his field at a basic level. | X | |||||
| 2 | The student owns information about moral discipline and ethical rules related to his field. | X | |||||
| 3 | The student uses theoretical and practical knowledge related to his field at a basic level; basic fundamental computer programs and related technologies. | X | |||||
| 4 | The student manages a duty independently by using the knowledge about his field at a basic level. | X | |||||
| 5 | The student evaluates the knowledge about his field at a basic level with a critical approach, he designates his learning needs and directs his learning. | ||||||
| 6 | The student uses effective communication with related people and institutions about child development issues, by submitting his/her solutions. | ||||||
| 7 | that can be used effectively by determining the methods, technical services and technologies required for applications related to the field | ||||||
| 8 | He/she can produce solutions to unforeseen problems encountered in applications, can take responsibility in work groups, and has the ability to work individually. | ||||||
| 9 | Individuals who follow the developments in science and technology and improve themselves with the awareness of lifelong learning in the professional field are trained. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |