117 ELEMENTARY SCIENCE EDUCATION

GENERAL INFORMATION
The Science Education Department under Elementary Education within the Faculty of Education was established to educate science teachers since 1997. The Science education sub department had its first graduates in 2001 and since then the program has graduated an average of 100 teachers into society who are now serving in different the regions of Turkey.

Objective
The primary goal of the Department of Elementary Science Education is to train teachers who have positive attitudes toward teaching and have the necessary professional skills for their fields. Teachers who graduate from this department are expected to be true role models for their students in terms of their personal and professional lives, to follow innovations in their fields to maintain professional development and to have effective communication skills. The program also aims to develop teachers who will produce and use information with technology and who are creative and capable of finding solutions to national and universal issues. The aim of education activities of this program is to educate students to become devoted teachers, who are scientifically oriented, keen on conducting research, continuously improving themselves, and equipping individuals with scientific awareness. The purposes of scientific studies in this program are to follow the innovations in the field of Science Education, to search for solutions to problems and to increase the quality of education.


Admission Requirements
Students who receive the required scores from the Entrance University Exam can be students in this program.

Graduation Requirements
The Curriculum of Science Education Department consists of 174 hours, including 132 hours of theory and 42 hours of practical. The program consists of eight semesters and lasts four years. Students are required to pass all the courses with a minimum C (2.30) GPA to graduate from the program. The language of instruction in the Science Education sub department is Turkish.

Career Opportunties
Graduates can work at private or graduate schools as science teachers.

Qualification Awarded
Elementary Science Teaching

Level of Qualification
First Cycle (Bachelor's Degree)

Recognition of Prior Learning


Qualification Requirements and Regulations
The Curriculum of Science Education Department consists of 174 hours, including 132 hours of theory and 42 hours of practical. The program consists of eight semesters and lasts four years. Students are required to pass all the courses with a minimum C (2.30) GPA to graduate from the program. The language of instruction in the Science Education sub department is Turkish.

Access to Further Studies
Candidates who have successfully completed their undergraduate studies can study in post-graduate programs provided that they receive valid grades from ALES and have sufficient knowledge of English.

Mode of Study
Full Time

Examination Regulations, Assessment and Grading
Measurement and evaluation methods that is applied for each course, is detailed in "Course Structure&ECTS Credits".

Contact (Programme Director or Equivalent)
PositionName SurnamePhoneFaxE-Mail
HEAD OF DEPARTMENT Prof. Dr. ASUMAN DUATEPE PAKSU+90 258 296 1162 aduatepe@pau.edu.tr
DEPUTY HEAD OF DEPARTMENT Asts. Prof. Dr. AYTAÇ KARAKAŞ+90 258 296 1041 akarakas@pau.edu.tr
DEPUTY HEAD OF DEPARTMENT Asts. Prof. Dr. EMİNE GAYE ÇONTAY+90 258 296 1165 germec@pau.edu.tr


PROGRAM LEARNING OUTCOMES
1Pre-service science teachers learn to use their scientific knowledge (physics, chemistry, biology and mathematics) at the high level in their practicum.
2Pre-service science teachers learn to use their ability to describe educational problems, to solve these problems, and to use special teaching models.
3Pre-service science teachers learn to develop and analyze a certain target in the field of science education.
4Pre-service science teachers learn to evaluate the impact of educational problems especially on the health, safety, and environmental issues at a global and social level.
5Pre-service science teachers learn to use scientific process skills in the field of science education.
6 Pre-service science teachers learn to use and practice modern teaching methods and assessment techniques.
7Pre-service science teachers learn to work within a team in disciplinary and interdisciplinary education training.
8As a life-long learner, pre-service science teachers learn to show commitment to their own professional development.
9Pre-service science teachers learn to exhibit the characteristics of scientific literacy.
10Pre-service science teachers learn to exhibit professional and ethical sensitivity.
11Pre-service science teachers learn to present different solutions about the issues of national and international contemporary issues in the field of science and science education.
12Pre-service science teachers learn to create effective teaching and learning processes in science education, and also learn to develop appropriate learning materials.
13 Pre-service science teachers learn to evaluate facts of scientific concepts in history.
TEACHING & LEARNING METHODS
NameComments
LecturingLecturing is one of the methods that come first, where the teacher is in the center. It is a method where the teacher actively describes topics and the students are passive listeners. With this method, lesson proceeds in the form of report, description and explanation.
DebateDepending on the situation, debate is a tool that allows all students, or a specific portion of the class to participate in the lesson. In this method, members of the group discuss a topic by addressing the various points of view and discuss alternative opinions about problem-solving.
DemonstrationIn this method the teacher demonstrates, an experiment, test, in front of the class. And then assists students to do so too. Students learn not only by just by looking and watching, but also by taking part and participating. This method is usually applied when teaching skills.
Case Study Case studies require students to actively participate while using an analytical perspective to think about real and problematic events. The problematic event may be real or very close to real life. Student(s) working on the documents that include the necessary data and descriptions of the
Problem SolvingThe name given to any doubt or ambiguity that arises is, a problem. Problems which usually have a role in human life, that have preventing or annoying aspects are solved by considering the stages of scientific methods. (a) Problems are determined. (b) The problem is identified. 
Cooperative LearningCooperative Learning is; a kind of learning that is based on the students working together for a common purpose. Children with different skills come together in heterogeneous groups to learn by helping each other. Students gain experiences such as becoming aware of the unity
PerformanceIn this method, the teacher performs activities such as experiments and demonstrations in front of the class, students try to learn by looking and watching. This method is usually applied where there are limited facilities and in dealing with dangerous experimental situations.
Questions –AnswersThe different types of Questions used (associative, differential, assessment, requesting information, motivating, and brainstorming) although students get in to more active positions during the process; the method is teacher-centered. If possible Questions, that serve a purpose and
Concept MapsExpress a relation network, based on figures, graphics and words propositions and principles. It enables visual learning. These steps are followed: 1) Concepts about the subjects to be taught are listed. 2) The name of the subject that will be taught is written at the top.3) Relations between
Learning Stations Is a student –centered method in which the whole class contributes to each stage and with this contribution, progress further to the next level in learning than the previous group. With the station method groups of 3-5 students are made up in classes. Each group is assigned a station chief,
Cooperative LearningCooperative Learning is; a kind of learning that is based on students working together for a common purpose. Children with different skills come together in heterogeneous groups and learn by helping each other. Students gain experiences such as becoming aware of the unity within the
Micro-Teaching Although this method aims to produce prospective teachers’ who have adopted the role in which they undertake and apply in the classroom, it can also be applied in different areas. It makes it possible to carry certain skills to the learning environment by using video and audio recording
Scenario-based teaching Although it is similar to the Case Study method, there is a fictional approach in the scenario. The subject can be presented by inserting it in to a fiction and can also lead the student’s to producing their own scenarios.
Role Playing Role-playing is a learning way which helps students to express their own feelings and thoughts by playing the role of other personalities. It is necessary that students use creative thinking to succeed. Students put themselves in someone’s place by purifying themselves from their actual
Drama Drama is a method in which students learn a skill or situation by reenacting in front of the class. As well as gaining knowledge by experience, it has important effects on the development of verbal expression and socialization. It enables us to bring up individuals who are creative, productive,
ProjectProject-based learning is a learning way which leads students to deal with interesting problems and to create extraordinary products at the end of this. It allows students to use their creativity and it requires them to look at events perceptively.
Observation Although we generally get information related to the nature through observations, the Observation method can also be used for other situations and under other conditions. We try to reach certain generalizations by thinking about our findings which we gather from our observations.
Testing Means reaching results by using various information with certain mechanisms, which are set up to imitate natural events in artificial environments and to have students take a certain topics and applying them to reach certain aims/objectives. Nature researchers, scientists, and educators
Programmed InstructionAt its basis lays the Individualization of instruction. Programmed instruction is an individual teaching technique, guided by the reinforcement principles of Skinner. Its Basic principles are: the principle of small steps, the principle of effective participation, the achievement principle, the
Teaching with Analogy / MetaphorsIs a way for learning, which compares abstract issues and concepts with concrete objects.
Vision Development This technique is not all the students in small groups, but all students participating in a study as a class. It is a discussion technique, used to teach students to respect others views and improve their vision, when thinking about conflicting points of view. Topics with apparent contradictions 
Brainstorming Brainstorming is a group work process that has been regulated to reach solutions for a problem without limitations or evaluation. The purpose of brainstorming is to make it easier for students to express themselves and to generate ideas. This technique is used as a high-level discussion

Learning Outcomes - NQF-HETR Relation
NQF-HETR CategoryNQF-HETR Sub-CategoryNQF-HETRLearning Outcomes
INFORMATION  01
SKILLS  01
SKILLS  02
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
COMPETENCIESCommunication and Social Competence 04
COMPETENCIESCommunication and Social Competence 05
COMPETENCIESCompetence to Work Independently and Take Responsibility 01
COMPETENCIESCompetence to Work Independently and Take Responsibility 02
COMPETENCIESCompetence to Work Independently and Take Responsibility 03
COMPETENCIESField Specific Competencies 01
COMPETENCIESField Specific Competencies 02
COMPETENCIESLearning Competence 01
COMPETENCIESLearning Competence 02
COMPETENCIESLearning Competence 03
    

Learning Outcomes - Fields of Education Relation (Academic)
FOE CategoryFOE Sub-CategoryFOELearning Outcomes
INFORMATION  01
INFORMATION  02
INFORMATION  03
INFORMATION  04
INFORMATION  05
INFORMATION  06
SKILLS  01
SKILLS  02
SKILLS  03
SKILLS  04
SKILLS  05
SKILLS  06
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
COMPETENCIESCommunication and Social Competence 04
COMPETENCIESCommunication and Social Competence 05
COMPETENCIESCommunication and Social Competence 06
COMPETENCIESCommunication and Social Competence 07
COMPETENCIESCommunication and Social Competence 08
COMPETENCIESCompetence to Work Independently and Take Responsibility 01
COMPETENCIESCompetence to Work Independently and Take Responsibility 02
COMPETENCIESCompetence to Work Independently and Take Responsibility 03
COMPETENCIESField Specific Competencies 01
COMPETENCIESField Specific Competencies 02
COMPETENCIESField Specific Competencies 03
COMPETENCIESField Specific Competencies 04
COMPETENCIESField Specific Competencies 05
COMPETENCIESField Specific Competencies 06
COMPETENCIESField Specific Competencies 07
COMPETENCIESLearning Competence 01
COMPETENCIESLearning Competence 02
COMPETENCIESLearning Competence 03
COMPETENCIESLearning Competence 04
    

Learning Outcomes - Fields of Education Relation (Vocational)
No Records to Display

COURS STRUCTURE & ECTS CREDITS
Year :
1st Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
FBO 1001 PHYSICS 1 2+2 3 Compulsory
FBO 1003