ECE444 LOOKING THROUGH STEM EDUCATION:PRACTICES FOR EARLY LEARNING ENVIRONMENTS
| Course Code: | 4110444 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 5.0 |
| Department: | Early Childhood Education |
| Language of Instruction: | English |
| Level of Study: | Undergraduate |
| Course Coordinator: | |
| Offered Semester: | Fall and Spring Semesters. |
Course Objectives
- Students are expected to deepen their understanding of science as a STEM discipline.
- Students are expected to deepen their understanding of technology as a STEM discipline.
- Students are expected to deepen their understanding of engineering as a STEM discipline.
- Students are expected to deepen their understanding of mathematics as a STEM discipline.
- Students are expected to explore theoretical knowledge lying behind each of STEM disciplines which are science, technology, engineering, and math.
- Students are expected to explore science, technology, engineering, and math (STEM) practices within the context of early childhood education.
- Students are expected to implement appropriate STEM activities for children in early ages.
Course Content
Children in early ages as problem solvers,critical thinkers, active investigators,innovators and creative thinkers.Nature of early childhood education.Focusing on each STEM discipline and underlining need of interdisciplinary approaches to education in the world.Helping to deepen insight about STEM as an interdisciplinary approach to education of pre-service ECE teachers.Designing and implementing STEM activities.
Course Learning Outcomes
- Students are expected to apply their science knowledge to learning practices.
- Students are expected to assemble early science components to create solutions for science-based problems.
- Students are expected to have a better knowledge of early technology education.
- Students are expected to comprehend early technology concepts, and subjects.
- Students are expected to apply their knowledge of technology to learning practices.
- Students are expected to assemble early technology components to create solutions for technology-based problems.
- Students are expected to have a better knowledge of early engineering education.
- Students are expected to comprehend early engineering concepts, and subjects better.
- Students are expected to apply their knowledge of engineering to learning practices.
- Students are expected to inter-relate engineering subjects with regard to similarities and differences among them.
- Students are expected to assemble early engineering components to create solutions for engineering-based problems.
- Students are expected to make judgments on issues regarding early engineering education.
- Students are expected to comprehend early mathematics concepts, and subjects better.
- Students are expected to apply their knowledge of mathematics to learning practices.
- Students are expected to inter-relate mathematics subjects with regard to similarities and differences among them.
- Students are expected to assemble early mathematics components to create solutions for mathematics-based problems.
- Students are expected to make judgments on issues regarding mathematics.
- Students are expected to recognize fundamental links among the disciplines.
- Students are expected to recognize STEM components in the current early childhood education program.
- Students are expected to understand the connection between the current early childhood education curriculum, and framework prepared for STEM education.
- Students are expected to internalize principles to prepare educational STEM activities.
- Students are expected to practice their STEM knowledge with practical work through educational activities.
Program Outcomes Matrix
| Level of Contribution | |||||
| # | Program Outcomes | 0 | 1 | 2 | 3 |
| 1 | To have the knowledge about 0-72 month old children's cognitive, motor, language, social and emotional development and self help skills and to be able to make applications to support this area. | ✔ | |||
| 2 | To be able to take measures for the protection of children's health. | ✔ | |||
| 3 | To know the importance of game in pre-school education and to support the education and development of the child through play. | ✔ | |||
| 4 | To recognize the pre-school education institutions in the scope of the purpose, structure and functioning of the Turkish education system. | ✔ | |||
| 5 | To have information about classroom management approaches to be used in educational environments and to effectively implement these approaches. | ✔ | |||
| 6 | To have information about international programs that are applied in the field of pre-school education and to use these programs' aspects that are appropriate to our culture in classroom practice. | ✔ | |||
| 7 | To be able to conduct research in the field of pre-school education and analyze and interpret research findings. | ✔ | |||
| 8 | To be able to prepare, implement and evaluate Turkish, science, math, art, music, movement, games, reading and writing preparation and field trip activities that support different areas of development (cognitive, motor, language, self-care, social and emotional) of pre-school children and can be planned as individual, small group, large group and integrated groups. | ✔ | |||
| 9 | To be able to use and to allow students to use audio-visual teaching materials appropriate for pre-school age children for their development. | ✔ | |||
| 10 | To be able to take responsibility and to fulfill these responsibilities in individual and group work. | ✔ | |||
| 11 | To understand the importance of family involvement in children's education and to plan activities related to family involvement. | ✔ | |||
| 12 | To have knowledge about literary genres prepared for pre-school children and to examine existing publications in terms of literary and artistic perspectives. | ✔ | |||
| 13 | To have knowledge about the importance and purpose of the use of formal and informal assessment methods appropriate for the age level and developmental level of pre-school children, and to apply and interpret different evaluation methods and to be able to interpret findings. | ✔ | |||
| 14 | To be able to follow/access, understand and question scientific publications for pre-school education. | ✔ | |||
0: No Contribution 1: Little Contribution 2: Partial Contribution 3: Full Contribution