| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Teachıng Scıence To The Mentally Handıcapped | ZEE 210 | 4 | 3 + 0 | 3 | 4 |
| Ön Koşul Dersleri | None |
| Önerilen Seçmeli Dersler | None |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Seçmeli |
| Dersin Koordinatörü | Dr.Öğr.Üyesi AHMET FİDAN |
| Dersi Verenler | |
| Dersin Yardımcıları | Research Assisstant Ahmet Fidan |
| Dersin Kategorisi | Alanına Uygun Temel Öğretim |
| Dersin Amacı | The aim of the lesson is to inform the students about teaching science to the mentally handicapped. |
| Dersin İçeriği | Teaching sciences to individuals with developmental disabilities. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | The student explains the aims of science and science education. | Lecture, Discussion, | Oral Exam, |
| 2 | The student recognizes the science and technology cirruculum. | Lecture, | Homework, |
| 3 | The student identifes the appropriate gains for special education students, which take place in science and technology cirruculum. | Role Playing, Brain Storming, Case Study, | Project / Design, |
| 4 | The student adapts the units in science and technology cirrucullum for special education. | Group Study, Self Study, | Project / Design, |
| 5 | The student recognizes methods and tecniques using in science teaching. | Lab / Workshop, | Project / Design, |
| 6 | The student designs experiments for students who needs special education. | Lab / Workshop, | Project / Design, |
| 7 | The student plans lessons for science tecahinng. | Group Study, | Project / Design, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Aims of science and technology lessons. | Lecturer's notes |
| 2 | Constructivist learning theory. | Lecturer's notes |
| 3 | Presentation of Science and technology cirruculum. | Lecturer's notes |
| 4 | Identifing appropriate gains for students who need special education. | Lecturer's notes |
| 5 | Methods and techniques that using in science teaching. | Lecturer's notes |
| 6 | 5E model | Lecturer's notes |
| 7 | Learning circle/ Cooperetive learning | Lecturer's notes |
| 8 | Importance of experiments and labaratuary approaches. | Lecturer's notes |
| 9 | Midexam | Lecturer's notes |
| 10 | Problem based learning | Lecturer's notes |
| 11 | Exam | Lecturer's notes |
| 12 | Improving examplary practices about programme of science and technology teaching and presenting the activities. | Lecturer's notes |
| 13 | Improving examplary practices about programme of science and technology teaching and presenting the activities. | Lecturer's notes |
| 14 | Final Exam | Lecturer's notes |
| Kaynaklar | |
|---|---|
| Ders Notu | Lecturer notes |
| Ders Kaynakları | Abdurrahim K. (1994) Fen Bilgisi Yardımcı Ders Kitabı erdem yayınları. İstanbul. |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Learner has the high level knowledge and the skills supported by the books including the most recent information, practice materials and other scientific sources about special education, pedagogy, culture and basic sciences. | X | |||||
| 2 | Learner feels ready to work with individual with developmental disabilities, and has effective communication skills. | X | |||||
| 3 | They investigate and evaluate the consepts, ideas and datas about special education and pedagogic information scientifically; diognise, analyze and negotiate comlicated problems and subjects and develops suggestions based on scientific datas and proofs. | X | |||||
| 4 | They inform to audiences about special education and teaching skills, explain thinks to them. | X | |||||
| 5 | They have the skills about learning how to learn, self-confidence, critical thinking, creative thinking; can carry on the works of his area individually. | X | |||||
| 6 | They take the responsibiliy of unexpected events in his job and try to find solutions. | X | |||||
| 7 | They know the all features ( additional disability, health problems(epilepsi, what medicine to take, etc.)of their students and their needs; know the socio-cultural and economic of the immediate environment. | X | |||||
| 8 | They can watch and understand the information about special education and pedagogy and have the second language knowledge to communicate with their collagues (“European Language Portfolio Global Scale”, Level B1). | X | |||||
| 9 | Instructor compares and contrasts the previous evaluation of the learners’ development, shares the results with the parents and the managers, develops the new instruction plan according to that result. | X | |||||
| 10 | X | ||||||
| 11 | X | ||||||
| 12 | X | ||||||
| 13 | X | ||||||
| 14 | X | ||||||
| 15 | X | ||||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 60 |
| 1. Kısa Sınav | 5 |
| 1. Ödev | 30 |
| 2. Kısa Sınav | 5 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 60 |
| 1. Final | 40 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 2 | 32 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 2 | 32 |
| Mid-terms | 1 | 10 | 10 |
| Quiz | 2 | 4 | 8 |
| Assignment | 1 | 5 | 5 |
| Performance Task (Laboratory) | 1 | 10 | 10 |
| Final examination | 1 | 10 | 10 |
| Toplam İş Yükü | 107 | ||
| Toplam İş Yükü / 25 (Saat) | 4,28 | ||
| Dersin AKTS Kredisi | 4 | ||