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Course Content

Basic concepts and principles of teaching and learning. The importance and benefits of instructional planning. Planning instruction (yearly plan based on units, daily plan and examples of activities). Teaching and learning strategies. Instructional methods and techniques and their relation to practice. Instructional tools and materials. Teacher’s duties and responsibilities in improving the quality of instruction. Teachers’ qualifications.

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Basic concepts in curriculum development and its processes; development of lesson plan, unit plan, annual and daily plan; selection of content and organization. Teaching methods and strategies; properties of materials and their selection; measurement and evaluation; approaches in evaluation; types of tests; developing achievement tests.

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Focuses on construction and use of classroom tests to assess student learning in relation to instructional objectives, test interpretation, basic psychometric statistics and reporting.

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Data collection, sampling, sampling distribution and estimation, permutation and combination, probability, continuous random variables and distribution, estimated value, data analysis, hypothesis testing, Chi-square test, regression and correlation.

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Provides a fundamental understanding about the principals of carrying out research in social sciences, methods of science, and basic concepts used in research and scientific endeavor (fact, knowledge, absolute, theory, praxis, axiom, paradigm, etc.). During the course, different research methods (experimental, associational, descriptive, action research), different data collection instruments (tests, questionnaires, interviews, observations), different data analyses strategies (qualitative, quantitative), and different sampling strategies (purposive, random, systematic, etc.), conducting a literature review are examined. Discussion of the writing a research report.

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The importance of community service, identifying the recent problems in society and preparing projects for possible solutions, participating in panels and conferences as an audience or speaker or organizing them, conducting voluntary job in projects regarding the social responsibility, gaining knowledge and skills regarding the implementation of community services in schools.

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Characteristics of various instructional technologies, the place and the use of technologies in instructional process, development of teaching materials through instructional technologies (worksheets, transparencies, slides, videotapes, computer-based course materials, etc.) and assessment of the qualities of various teaching materials.
Prerequisite: CEIT 100

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Characteristics of various instructional technologies, the place and use of technologies in instructional process, development of teaching materials through instructional technologies (worksheets, transparencies, slides, videotapes, computer-based course materials, etc.), and assessment of the qualities of various teaching materials.
Prerequisite: CEIT 100

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Laboratory experiments in science education. Improvement of skills in setting up experiments in science courses for elementary schools through 6-8.

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Laboratory experiments in science. Developing skills to design and conduct experiment and activities in science courses for elementary school students

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Course Content

Concepts of methods and teaching strategies in elementary education. Different methods of instruction, such as expository, inquiry, discovery, demonstration, discussion, problem solving and cooperative learning as applied to the teaching and learning process in teaching science and mathematics at elementary schools.
Prerequisite: ELE 224

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Basic concepts of school mathematics and their relationship to mathematics teaching, basic principles of mathematics teaching and its roots in laws and education policy, main purposes of
mathematics teaching, and methods, techniques and materials in mathematics teaching. Analysis of the elementary school mathematics curriculum (goals, outcomes, themes, units, activities, etc). Analysis of student textbooks and workbooks, and teacher editions.

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Mathematics problems and mathematical problem solving. Importance of mathematical problem solving, categorization of mathematics problems, purposes and processes of problem solving. Teaching how to solve word problems and ill-structured mathematics problems. Teaching whole numbers, operations with whole numbers, fractions, ratio and proportion, data analysis, and geometry in elementary school. Problem-based learning. Lesson planning, presentation and evaluation.

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Concepts of science process skills, scientific inquiry, nature of science, conceptual understanding, graphical organizers, such as concept map, V-diagram, KWHL, and roundhouse, and teaching strategies and their applications in elementary science education. Analysis of science textbooks will also be the focus of course.

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Teaching strategies for elementary science including project-based learning, problem-based learning, peer instruction, role playing, teaching with analogy, laboratory and field work and use of technology in science teaching. Designs and implements classroom lesson plans, and microteaching.

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Provides an essential understanding about the new developments in science and technology and their influence on society. Basic research skills are required for students to carry out research in different issues in science. The important aspects of the course constitute students’ conducting an extensive literature review and use different teaching methods (case dilemma, case history, role playing) and different discussion and argumentation methods to present their topics. Writing a research report is also required.

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A course designed to help students to develop a concern for the environment and sustainable use of natural resources in line with the following concepts: the history of the environmental science and environmental problems; people, population and the environment; global and local environmental problems; sources of pollution, air, water, soil, radioactive pollution problems, loss of biological diversity and to help students to develop an insight about individual and public responsibilities in line with introducing activities of Non Governmental Organizations, case studies and environmental education practices.

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Reflections of faculty work on classroom environment in the context of elementary education. Observations on and reflections of elementary education in Turkey. Instructional methods and techniques pertaining to teaching and learning issues to be used in elementary education. Key skills required for creating effective learning environment.

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Field experience and teaching practice (minimum 12 weeks) including class observation, adaptation to classroom condition, planning and preparation for teaching. Guided teaching practice in science in elementary schools. Prerequisite: ELE 437

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This course is designed to introduce the major teaching approaches in food safety and health education for the prospective teachers which will give them the ability to integrate the data as related to the food hygiene, microbial poisonings and infections, water borne infections and poisoning such as cholera and dysentery and school health in early childhood and elementary periods. Training of early childhood and elementary prospective teachers in teaching approaches to give education and implementation of fundamentals of healthy food preparation, consumption and marketing to student to avoid diseases in food and environmental origin. Hygienic canteen and class assurance, school, home and toilet hygiene for student, contagious diseases by the means of toilets classes, tips in selection of healthy and hygienic foods during marketing, the rules of personal hygiene, hazard of tobacco on child health, the basic procedures to eliminate poising and infection causative agents from class, home, environment, toilet and food with teaching methods and acquisition of food and health teaching skills of prospective teachers. A healthy food and environment, food allergens and hazardous food additives and improper handling and storage conditions of foods at home and canteens with protective actions by the prospective teacher approach with micro teaching practices.

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This course will be important for preservice mathematics teachers in terms of gaining variety of perspectives in teaching and learning of geometry and mathematics. It will be helpful for students to become familiar main issues in elementary mathematics education in order to support an understanding of the important concepts, principles, approaches and theories of teaching and learning mathematics and geometry in classroom settings.

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Course Content

Concepts of methods and teaching strategies in elementary education. Different methods of instruction, such as expository, inquiry, discovery, demonstration, discussion and cooperative learning as applied to the teaching and learning process in teaching science at elementary schools.
Prerequisite: ELE 336

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A course targets to introduce students with alternative views of science and technology through reading materials outside of education, such as sociology and history of science, to reveal the meaning of STS based science education instruction, to present the rationale of such an approach, to help students to compare STS approach in science education with traditional approaches, to create STS based lesson plans and to develop students’ intellectual accumulation related to science, technology and society.

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Examination of science textbooks and educational programs, approved by Ministry of Education, in terms of students level, content, language, format, and contribution to learning.
Prerequisite: ELE 224

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Examination of mathematics textbooks and educational programs, approved by Ministry of Education, in terms of students level, content, language, format, and contribution to learning.
Prerequisite: ELE 224

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The philosophy of disaster risk management (DRM) in global and Turkish applications; the training for DRM /disaster risk reduction (DRR) activities, the social and economic aspects of DRM; the national and international DRM strategies

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Focus on the questions regarding the knowledge types of teaching mathematics and in particular three main types: content knowledge, pedagogical content knowledge, and pedagogical knowledge. Investigation of the nature of knowledge types through theoretical foundations and practical implications.

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A course covering the interaction of organisms with their biotic and physical environment from an evolutionary perspective. Topics follow the organisation of life through the levels of population, community and ecosystem, emphasizing diversity at each level. Terrestrial and aquatic systems are equally represented throughout the course, and the relationship of ecological theory and practice with environmental problems are highlighted.

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A course covering the basis ecological concepts stressed mainly in the elementary science curriculum by using case studies, history of science, and nature of science. Elementary school students’ understanding of ecological concepts, their learning difficulties, misconceptions, conceptual change approach and microteaching. Strategies of teaching ecological concept, graphical organizers and hands on activities. An analysis of how well textbooks for the elementary grades can help students learn key ideas in ecological concepts.

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Focus on the questions regarding the nature of mathematical knowledge needed in mathematics teaching. Exploring mathematical content knowledge and its relationship to pedagogical content knowledge and pedagogical knowledge. Investigation of the nature of knowledge types through theoretical foundations and practical implications.

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Definition of creative drama; international and local historical developments of creative drama; basic concepts and techniques in creative drama; creative drama applications in elementary mathematics and science education; creative drama as discipline and art; using creative drama as teaching methodology in elementary mathematics and science education; creative drama in alternative spaces.

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Develop conceptions in environmental education by using a range of strategies designed to integrate an individuals environmental knowledge, attitudes/values, and behavior. Includes opportunities to build skills that enhance learners problem-solving abilities, critical thinking and socio-affective skills.

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To develop environmental insights in young people and to contribute to the development of an environmentally oriented behavior with purposeful awareness building and practical conversion. To offer an insight especially for people-society- technology-nature-sustainability relationship. To introduce the concept of environmental education with emphasis on the European Union’s policy.

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The course is comprised of innovative educational approaches to help students understand, address, mitigate, and adapt to the impacts of climate change, encourage the changes in attitudes and build a new generation of climate change-aware citizens.
The course provides an introduction to climate change science and shows how the international and national communities are responding. Starting with a scientific perspective, the course content explains the causes and possible impacts of climate change; it also explores ways of coping and dealing with the problem by means of presenting real cases of both national and international context. The course also provides an insight for the individual responsibilities to cope with the problem.

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Provides opportunities for students to be equipped with necessary skills and knowledge to access and evaluate science and environmental information upon which sound judgments can be made in conserving the environment through sustainable development and integrating basic principles into the real life cases.

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A project-based course designed to help presevice teachers to work on a theoretical or practical needs related to elementary science and mathematics education and their applications in classroom settings. To the extent practical, students are expected to develop projects related to their own primary area of study and give a seminar.

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Interactions among environment-society-economics-technology in the context of sustainable development. Reflections of the ESD Decade on Science and Technology Curriculum in Turkey. Instructional methods and techniques pertaining to teaching and learning issues on sustainable development to be used in elementary science education. Key skills required for creating sustainable schools.

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The proposed course embraces the general principles of the project management while addressing the specific examples of its application in education sector by teaching how to prepare, manage and finalize European Union educational projects. Besides, it will create an offortunity for students to prepare an educational institution s development plan which is very important for educational institutions in order to make a sustainable development and increase their competitiveness. In addition, the proposed course provides information on EU and its educational activities and funds in terms of project management so that the students are able to learn how to reach educational opportunities both to develop their personal skills and to provide improvement at the educational environment they are in.

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The main focus of the course is the growing importance of education and its contributions to change in an increasingly globalised world. As the State`s role in economic policy has reduced considerably and when the importance of knowledge and skills for the global economy is widely acknowledged, many governments are prioritizing education as a key policy area. Terms such as ´lifelong learning´ are frequently heard in educational discourse, yet this discourse is often separated from debate, policy and practice related to the challenge of sustainability. This course aims to make good this deficiency. Though the core themes, the course will provide opportunities for students to reflect on the potential for environmental education (EE) and education for sustainability (EfS) to play their part in shaping future agendas and practice.

Course Content

Course Content

An advanced educational research course providing the competencies required for understanding, critically analyzing and utilizing research in early childhood and elementary science and mathematics education. Emphasis on designing the research methodology for dissertation proposals with in-depth coverage of selected topics in the design of research and the collection and analysis of data

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This course aims to introduce qualitative research methods and trends widely used in research concerning elementary science, elementary mathematics, and early childhood education. Special attention to the growing literature about the use of qualitative research methods in these areas is given. Students gain in-depth understanding of epistemological base of theories in qualitative research and they are encouraged to develop skills and proficiency in understanding of the research strategies such as observation, interview and document analysis and use of them in doctorial studies and further research activities.

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Provides an introduction to the systematic process of planning, implementing, analyzing, and revising effective instructional innovations from a design-based research perspective. A review of various forms of design-based research with a focus on both specific content domains as well as broader implementations in the field of education. Involves a small scale practicum experience.

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Study and discussion of current topics and issues in mathematics, science and early childhood education. Areas might include curriculum, history, research, and teacher education.

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Study of theories and research pertaining self-regulation in educational settings. Critical analysis and creation of theory, research and practice in elementary school level. Development of a broad and in-depth understanding of self-regulation.

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Study of theories, principles and research findings pertaining to motivation in educational settings. Analysis of cases, discussions, writing reflection papers to understand the complexity of the motivational process with its implications in learning and teaching in elementary schools.

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Perspectives on beliefs in educational setting and their influence in teaching and learning mathematics.Beliefs abaut the nature of,teaching and learning mathematics held by students,preservice teachers,and inservice teachers.School mathematics and its effect on mathematics related beliefs.Influence of teacher education program on preservice teachers mathematics related beliefs.

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Development of elementary mathematical thinking and knowledge in schools and other settings. Types and the historical development of mathematical understanding. Analysis of how mathematical understanding is represented in elementary mathematics. Review of research regarding the development of mathematical thinking and understanding.

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Research about beliefs of prospective, beginning, and experienced mathematics teachers about mathematics teaching as a profession. Influence of teachers’ beliefs on their mathematics teaching practices. The relationship between perceptions of nature of mathematics and perceptions of elementary mathematics teaching.Analysis of opportunities for teacher learning in different instructional settings. Observation, conversation, writing, and classroom research as tools for improving mathematics teaching.

Course Content

Analysis of teaching elementary mathematics in terms of knowledge to perform it. Exploring content knowledge, pedagogical content knowledge, and pedagogical knowledge for teaching elementary mathematics. Special types of knowledge to teach elementary mathematics. The relationship between types of knowledge for teaching elementary mathematics. The usage of knowledge base in the practice of teaching elementary mathematics.

Course Content

Combines theory of learning, curriculum development, and research in the teaching of elementary school mathematics with instructional strategies. Special attention will be given to teaching strategies that are specific to mathematics. Include a study on establishing foundations on which to build instructional strategies. Opportunities will be provided for individual and group study of content, methodology, and instructional materials for modern mathematics programs.

Course Content

This course focuses on ways of knowing in science education, the differences and similarities between the characteristic of school science and professional science, the nature of the school science practice and its knowledge. Different epistemic dispositions and theories related to knowing and learning will be discussed, such as constructivism and its variants, and conceptual change.

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Foundations of educational programs and current research and practices related to the education of young children with an emphasis on sociological, cultural, historical, and philosophical factors. Examination of early childhood program improvements and revisions such as parent involvement, anti-bias curricula, the impact of technology and media, leadership, professionalism and child advocacy.

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Study and comparison of the education of young children in selected countries from a comparative perspective. Emphasis is on the historical progress and the curriculum models applied in these countries.

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In-depth study of educators and philosophers, who have influenced early childhood curricula. Emphasis on the beliefs of Piaget, Dewey, Vygotsky, Montessori, Bruner, Gardner and how they influence each student’s educational belief system.

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