SECTION I: GENERAL INFORMATION ABOUT THE COURSE

Course Code	Course Name	Year	Semester	Theoretical	Practical	Credit	ECTS
50912METOZ-CGE0153	Science and Mathematics Education in Children	2	Fall	3	0	3	4

Course Type :	Compulsory
Cycle:	Associate      TQF-HE:5. Master`s Degree      QF-EHEA:Short Cycle      EQF-LLL:5. Master`s Degree
Language of Instruction:	Turkish
Prerequisities and Co-requisities:	N/A
Mode of Delivery:	Face to face
Name of Coordinator:	Dr. Öğr. Üyesi FATMA MELTEM YURTSEVEN
Dersin Öğretim Eleman(lar)ı:
Dersin Kategorisi:	Programme Specific

SECTION II: INTRODUCTION TO THE COURSE

Course Objectives & Content

Course Objectives:

To teach the importance of science and mathematics education in preschool period and teaching methods and techniques used in science and mathematics education. The aim of this course is to provide the ability to plan and implement science and mathematics activities appropriate to the developmental periods of preschool children and to prepare and use materials suitable for science and mathematics education. The aim of this course is to provide the ability to make appropriate classroom arrangements for science and mathematics education, to gain the ability to plan and implement science and mathematics activities for children who require special education.

Course Content:

The place and importance of science and mathematics in preschool education, science studies and nature activities in preschool education, objectives of science and nature program, objectives of science and nature education program, strategies, methods and techniques used in science and nature activities, material development in science education, planning, implementation and evaluation of science and nature activities, mathematics activities in preschool education, aims of mathematics activities in preschool education programs, concepts used in mathematics activities, development of mathematical concepts in preschool education, development of mathematical skills in preschool education, development of problem solving skills, mathematics education materials development, methods and techniques used to gain mathematical concepts, planning and evaluating mathematical activities for children with normal development and children with special educational needs the provinces

Course Specific Rules

As in other courses, 70% attendance is compulsory.

Course Learning Outcomes (CLOs)

Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:

Knowledge (Described as Theoritical and/or Factual Knowledge.)

1) Recognize the importance of science, nature and mathematics education in early childhood.

Skills (Describe as Cognitive and/or Practical Skills.)

Competences (Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)

1) Develop materials in science education by using various methods and techniques appropriate to the age and developmental characteristics of children.

2) Develops materials in mathematics education by using various methods and techniques appropriate to the age and developmental characteristics of children.

3) Explains the importance of mathematics and science education in daily life with the help of materials developed by establishing the interaction of science language with daily language.

Weekly Course Schedule

Week	Subject	Materials Sharing *
		Related Preparation	Further Study
1)	The place and importance of science and mathematics in preschool education, The effects of science studies and science studies on the development of children in preschool education
2)	Types of science and nature activities and features to be considered in these activities
3)	Objectives of science and nature program and methods used in science and nature activities
4)	Strategies, methods and techniques used in the teaching of concepts in science and nature activities (experiment and experiment types in science education-drama in science education-game in science education hand-made models in science education
5)	Strategies, methods and techniques used in the teaching of concepts in science and nature activities (- analogy in science education - cooperative learning in science education - trip and observation in science education) Project approach and computer aided education in science and nature education Science-nature corner in preschool education institutions
6)	Material development in science teaching and planning and evaluation of science and nature activities
7)	The effects of mathematics activities and mathematical studies on the development of children in preschool period, mathematical events and concepts around the child
8)	Midterm
9)	Objectives of mathematics activities in preschool education programs and features to be considered in mathematics studies. Concepts used in mathematics activities and development of mathematical concepts in preschool period.
10)	Development of mathematics skills in preschool period
11)	Developing problem solving skills and developing materials in mathematics education with examples of activities to support this skill.
12)	Planning and evaluation of mathematics activities in preschool education.
13)	Methods and techniques used in gaining concepts related to mathematics activities.
14)	Planning science-nature and math activities for children with normal development and children with special educational needs
15)	Planning science-nature and math activities for children with normal development and children with special educational needs

*These fields provides students with course materials for their pre- and further study before and after the course delivered.

Recommended or Required Reading & Other Learning Resources/Tools

Course Notes / Textbooks:

1- Akman, B., Uyanık Balat, G., Güler, T. (2014). Okul Öncesi Dönemde Fen Eğitimi. Ankara: Pegem Akademi. 2- Şahin, F. (2019). Okul Öncesi Dönemde Fen Eğitimi. Ankara: Hedef Yayıncılık. 3- Ulutaş, İ. (2015). Okul Öncesinde Matematik Eğitimi. Ankara: Hedef Yayıncılık. 4- Aktaş, Y. (2002). Okul Öncesi Dönemde Matematik Eğitimi. Adana: Nobel Tıp Kitabevi. 5- Kandır, A., Yaşar, M. C., İnal, G., Yazıcı, E., Uyanık, Ö. ve Yazıcı, Z. (2012). Etkinliklerle Bilim Eğitimi. Ankara: Efil Yayınevi.

References:

1- Milli Eğitim Bakanlığı (MEB). (2013). Okul Öncesi Eğitim Programı. Ankara. 2- Ayas, A. Çepni, S., Özmen, H., Yiğit, N. ve Ayvacı, H. (2005). Kuramdan Uygulamaya Fen ve Teknoloji Öğretimi (4. Baskı). Ankara: Pegem Akademi.

SECTION III: RELATIONSHIP BETWEEN COURSE UNIT AND COURSE LEARNING OUTCOMES (CLOs)

(The matrix below shows how the course learning outcomes (CLOs) associates with programme learning outcomes (both KPLOs & SPLOs) and, if exist, the level of quantitative contribution to them.)

Relationship Between CLOs & PLOs

(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )

CLOs/PLOs	KPLO 1							KPLO 2			KPLO 3				KPLO 4				KPLO 5
	1	2	3	4	5	6	7	1	2	3	1	2	3	4	1	2	3	4	1	2	3	4	5	6	7	8	9	10	11	12
CLO1
CLO2
CLO3
CLO4

Level of Contribution of the Course to PLOs

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Programme Learning Outcomes	Contribution Level (from 1 to 5)
1)	Explains the basic, theoretical and practical knowledge about child development,	5
	1.1 Explains the developmental characteristics and learning methods and techniques of children with normal development who need special education.	5
	1.2 Education of children aged 0-18; expresses the relationship between importance, purpose and principles.	4
	1.3 Explain the theories about developmental areas.	5
	1.4 Explains basic, theoretical information about children's rights.
	1.5 Informs the families of children in normal development and children in need of special needs.	5
	1.6 Professional ethics and responsibility awareness about the field.
	1.7 Has knowledge about Occupational Health and Safety, Environmental Protection, Disaster and Emergency.
2)	Uses basic theoretical and practical knowledge, basic computer programs and related technologies in the field.	4
	2.1 Design educational materials suitable for children's developmental levels and developing technology.	4
	2.2 Accesses and uses resources to access information.
	2.3 Uses computer programs and technology in the subjects and processes related to the field.
3)	Applies the theoretical knowledge in business life during a semester.	4
	3.1 Experiences all processes in business life.
	3.2 Takes part in activities related to the field of education in a business operating in the field.
	3.3 Questions the application with theoretical knowledge.
	3.4 Compiles the knowledge and experience gained in the field.	4
4)	It is in the process of effective communication by supporting quantitative and qualitative data and solutions to the related persons and institutions on issues related to the field of child development.	4
	4.1 Works in collaboration with other disciplines.	4
	4.2 Communicates effectively with children, family, colleagues and related institutions and organizations.
	4.3 She takes part in teamwork during her education.
	4.4 Its appearance, attitude, attitude and behavior make it an example for society.
5)	The competencies that are developed in line with the expectations of the business world and society and which are defined as the institutional outputs of our university are at the basic level.	4
	5.1 Acquires competency of analyzing and solving the problems.	4
	5.2 Has awareness for ethical and social responsibility.
	5.3 Takes responsibility as a team member in works and operations of his/her field.
	5.4 Is aware of written, verbal communication and interaction.	3
	5.5 Follows the developments of advanced technology and digital transformation.
	5.6 Acquires the awareness for lifelong learning.
	5.7 Has awareness about citizenship competency.
	5.8 Evaluates the developments of his/her field with the understanding of an entrepreneur.
	5.9 Acquires communication in a Foreign Language (English) competence defined on the level of at least A2 in European Language Portfolio. (In programs whose medium of instruction is English, on the level of B1).
	5.10 Gains the competence of developing a Global Perspective.
	5.11 Cultural Consciousness and Expression develops competence.
	5.12 Gain Social and Citizenship Qualification.

SECTION IV: TEACHING-LEARNING & ASSESMENT-EVALUATION METHODS OF THE COURSE

Teaching & Learning Methods of the Course

(All teaching and learning methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Teaching and Learning Methods defined at the Programme Level	Teaching and Learning Methods Defined for the Course
Lectures
Discussion
Case Study
Problem Solving
Demonstration
Views
Laboratory
Reading
Homework
Project Preparation
Thesis Preparation
Peer Education
Seminar
Technical Visit
Course Conference
Brain Storming
Questions Answers
Individual and Group Work
Role Playing-Animation-Improvisation
Active Participation in Class

Assessment & Evaluation Methods of the Course

(All assessment and evaluation methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Aassessment and evaluation Methods defined at the Programme Level	Assessment and Evaluation Methods defined for the Course
Midterm
Presentation
Final Exam
Quiz
Report Evaluation
Homework Evaluation
Oral Exam
Thesis Defense
Jury Evaluation
Practice Exam
Evaluation of Implementation Training in the Workplace
Active Participation in Class
Participation in Discussions

Relationship Between CLOs & Teaching-Learning, Assesment-Evaluation Methods of the Course

(The matrix below shows the teaching-learning and assessment-evaluation methods designated for the course unit in relation to the course learning outcomes.)

Contribution of Assesment & Evalution Activities to Final Grade of the Course

Measurement and Evaluation Methods	# of practice per semester	Level of Contribution
Quizzes	2	% 20.00
Midterms	1	% 30.00
Semester Final Exam	1	% 50.00
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
Total		% 100

SECTION V: WORKLOAD & ECTS CREDITS ALLOCATED FOR THE COURSE

WORKLOAD OF TEACHING & LEARNING ACTIVITIES
Teaching & Learning Activities	# of Activities per semester	Duration (hour)	Total Workload
Course	15	3	45
Laboratory	0	0	0
Application	0	0	0
Special Course Internship (Work Placement)	0	0	0
Field Work	0	0	0
Study Hours Out of Class	0	0	0
Presentations / Seminar	0	0	0
Project	0	0	0
Homework Assignments	1	10	10
Total Workload of Teaching & Learning Activities	-	-	55
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES
Assesment & Evaluation Activities	# of Activities per semester	Duration (hour)	Total Workload
Quizzes	2	10	20
Midterms	1	15	15
Semester Final Exam	1	20	20
Total Workload of Assesment & Evaluation Activities	-	-	55
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities)			110
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h)			4