Nevşehir Hacı Bektaş Veli University Course Catalogue
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| Year/Semester of Study | 4 / Fall Semester | ||||
| Level of Course | 1st Cycle Degree Programme | ||||
| Type of Course | Optional | ||||
| Department | ELEMENTARY SCIENCE TEACHING | ||||
| Pre-requisities and Co-requisites | None | ||||
| Mode of Delivery | Face to Face | ||||
| Teaching Period | 14 Weeks | ||||
| Name of Lecturer | MAHMUT POLAT (mpolat@nevsehir.edu.tr) | ||||
| Name of Lecturer(s) | |||||
| Language of Instruction | Turkish | ||||
| Work Placement(s) | None | ||||
| Objectives of the Course | |||||
| To examine the effect of educational games in science teaching. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | Can explain the importance of educational games in science education. |
PO-1 Having the knowledge of teaching programs, teaching strategies, measurement and assessment methods related to the field. PO-2 Having the knowledge about the nature, source, limit, accuracy, validity and reliability of knowledge PO-3 Having the sufficient level of knowledge about Science and Technology Teaching in order to meet the needs of students PO-13 Using the effective ways of attaining knowledge. |
Examination |
| LO-2 | Can evaluate educational games in terms of concept teaching in science education. |
PO-1 Having the knowledge of teaching programs, teaching strategies, measurement and assessment methods related to the field. PO-2 Having the knowledge about the nature, source, limit, accuracy, validity and reliability of knowledge PO-3 Having the sufficient level of knowledge about Science and Technology Teaching in order to meet the needs of students PO-13 Using the effective ways of attaining knowledge. |
Examination |
| LO-3 | May submit an opinion on the effective use of educational games in science teaching. |
PO-1 Having the knowledge of teaching programs, teaching strategies, measurement and assessment methods related to the field. PO-2 Having the knowledge about the nature, source, limit, accuracy, validity and reliability of knowledge PO-3 Having the sufficient level of knowledge about Science and Technology Teaching in order to meet the needs of students PO-13 Using the effective ways of attaining knowledge. |
Examination |
| LO-4 | Can explain a variety of intelligence games in teaching science. |
PO-1 Having the knowledge of teaching programs, teaching strategies, measurement and assessment methods related to the field. PO-2 Having the knowledge about the nature, source, limit, accuracy, validity and reliability of knowledge PO-3 Having the sufficient level of knowledge about Science and Technology Teaching in order to meet the needs of students PO-13 Using the effective ways of attaining knowledge. |
Examination |
| LO-5 | Can design micro instruction by using a selected educational game. |
PO-1 Having the knowledge of teaching programs, teaching strategies, measurement and assessment methods related to the field. PO-2 Having the knowledge about the nature, source, limit, accuracy, validity and reliability of knowledge PO-3 Having the sufficient level of knowledge about Science and Technology Teaching in order to meet the needs of students PO-13 Using the effective ways of attaining knowledge. |
Examination |
| LO-6 | can transform one of the traditional games to use in science teaching. |
PO-1 Having the knowledge of teaching programs, teaching strategies, measurement and assessment methods related to the field. PO-3 Having the sufficient level of knowledge about Science and Technology Teaching in order to meet the needs of students PO-5 Applying the appropriate teaching strategies, methods and techniques, taking into account the characteristics of the subject area, developmental properties and learning patterns of students who are at the second grade of elementary education. PO-7 Ability to develop appropriate materials to the subject area and needs of students. |
Examination |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
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| Course Contents | ||
| Description and history of educational games; evaluotin educational games effect on the teaching of science in terms of general and specific objectives.Contribution to teaching and learning of science concepts educational games. The importance of intelligence in science teaching games.presentation of intelligance games such as puzzle, tangram.. uses in science teaching, analysis contributions to the development of creative and critical thinking the students, in the light of pedagogical and cognitive theories.Chess and problem solving. Educational game content development of educational activities and making within the framework of their micro-teaching in classroom. | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | Definition and history of educational games | Lecture, discussion, question and answer |
| 2 | Evaluation of the teaching of science in terms of general and specific objectives of educational games | Lecture, discussion, question and answer |
| 3 | Contribution to teaching and learning of science concepts educational games | Lecture, discussion, question and answer |
| 4 | Vision and strategies for the effective use of educational games teaching of science investigation | Lecture, discussion, question and answer |
| 5 | The importance of the teaching of science brain teasers | Lecture, discussion, question and answer |
| 6 | The introduction of puzzle and tangram games | Lecture, discussion, question and answer |
| 7 | Use of intelligence games in science teaching | Demonstration, discussion, question and answer |
| 8 | mid-term exam | |
| 9 | Development of creative and critical thinking of students | Demonstration, discussion, question and answer |
| 10 | Chess and problem-solving | Lecture, discussion, question and answer |
| 11 | Application of chess and problem-solving | Demonstration, discussion, question and answer |
| 12 | The development of educational activities with educational game content | Project, question-and-answer |
| 13 | The introduction of micro-instruction | Lecture, discussion, question and answer |
| 14 | Classroom practices of teaching activities with educational game content within the framework of micro-teaching | Project, demonstration, discussion, question and answer |
| 15 | Review of related subject article | Discussion, question and answer |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| 1 | Ortaöğretimde ve Üniversitelerde Eğitsel Oyunlar, Bilal ÇOBAN, Nobel Yayın Dağıtım | |
| 2 | Bilimsel dergilerde yayınlanan makaleler ve ders notları | |
| 3 | Girgin, G. ve Gürşimşek, I. (2014) Oyunlarla Kavram Eğitimi. Anı Yayıncılık. | |
| Required Course instruments and materials | ||
| Textbook, activity materials | ||
| Assessment Methods | |||
| Type of Assessment | Week | Hours | Weight(%) |
| mid-term exam | 8 | 1 | 40 |
| Other assessment methods | |||
| 1.Oral Examination | |||
| 2.Quiz | |||
| 3.Laboratory exam | |||
| 4.Presentation | |||
| 5.Report | |||
| 6.Workshop | |||
| 7.Performance Project | |||
| 8.Term Paper | |||
| 9.Project | |||
| final exam | 16 | 1 | 60 |
| Student Work Load | |||
| Type of Work | Weekly Hours | Number of Weeks | Work Load |
| Weekly Course Hours (Theoretical+Practice) | 2 | 14 | 28 |
| Outside Class | |||
| a) Reading | 2 | 14 | 28 |
| b) Search in internet/Library | 3 | 14 | 42 |
| c) Performance Project | 0 | ||
| d) Prepare a workshop/Presentation/Report | 0 | ||
| e) Term paper/Project | 0 | ||
| Oral Examination | 0 | ||
| Quiz | 0 | ||
| Laboratory exam | 0 | ||
| Own study for mid-term exam | 1 | 10 | 10 |
| mid-term exam | 1 | 1 | 1 |
| Own study for final exam | 1 | 10 | 10 |
| final exam | 1 | 1 | 1 |
| 0 | |||
| 0 | |||
| Total work load; | 120 | ||