Course Language:
İngilizce
Course Objectives:
The aim of the course is to learn about and practice with teaching strategies and methods that are used to teach science and math.
Course Content:
Overview of teaching and learning methods and strategies
Planning learning tasks
Implication of teaching strategies and methods in the class
Course Methodology:
1. Lecture 2. Case study 3. Discussion 4. Demonstration 5. Group work 6. Microteaching 7. Problem solving
Course Evaluation Methods:
A. Supply type B. Multiple-choice test C. Incomplete D. True-False E. Oral exam F. Portfolio G. Performance type H. Report
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Outcomes | Teaching Methods | Assessment Methods |
| 1) Explains learning theories. | 5, 6 | 1, 3 | A |
| 2) Gives examples about how to implement learning theories in science and math classes. | 3, 5 | 1, 3 | A |
| 3) Explains learning models, teaching methods, strategies and techniques. | 5, 6 | 1, 3 | A |
| 4) Gives examples about how to implement learning models, teaching methods, strategies and techniques in science and math classes. | 5, 6 | 1, 3 | A |
| 5) Develops learning tasks or activities that are aligned with secondary math curriculum. | 3, 7 | 3, 5, 6 | E, G |
| 6) Implements self-developed activities in the class (microteaching). | 6, 7 | 6 | G |
Course Flow
| Week | Topics | Study Materials |
| 1 | Learning Theories (Behaviorism, Cognitive Theories) | Learning Psychology |
| 2 | Learning Theories (Constructivism) | Learning Theories |
| 3 | Learning Models (Mastery learning, Problem-based learning, etc.) | Learning Theories |
| 4 | Teaching Methods (Exposition) | Teaching Principles and Strategies |
| 5 | Teaching Methods (Guided discovery, Investigation) | Teaching Principles and Strategies |
| 6 | Teaching Strategies (Lecture, Questioning, Discussion, etc.) | Teaching Principles and Strategies |
| 7 | Teaching Strategies (Problem solving, Group work, etc.) | Teaching Principles and Strategies |
| 8 | Teaching Strategies (Teaching station, Demonstration, etc.) | Teaching Principles and Strategies |
| 9 | Midterm | |
| 10 | Teaching Techniques (Use of technology, Experiment, etc.) | Teaching Principles and Strategies |
| 11 | Design of Instructional Tasks | |
| 12 | Design of Instructional Tasks | |
| 13 | Students’ Difficulties and Misconceptions | |
| 14 | Students’ Difficulties and Misconceptions |
Recommended Sources
| Compulsory | Instructor’s notes |
| Recommended |
1) Küçükahmet, L. (2007). Öğretimde planlama ve değerlendirme. Ankara: Nobel Yayın Dağıtım.
2) Özmantar, M. F., & Bingölbalı, E. (2009). Etkinlik tasarımı ve temel tasarım prensipleri. E. Bingölbalı, & M. F. Özmantar (Eds.). İlköğretimde karşılaşılan matematiksel zorluklar ve çözüm önerileri. Ankara: Pegem Akademi. 3) Pesen, C. (2003). Matematik öğretimi. Ankara: Nobel Yayın Dağıtım 4) Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2000). Implementing standards-based mathematics instruction. Reston, VA: NCTM. |
Material Sharing
| Documents | Handouts for in-class activities, sample lesson videos |
| Assignments |
1) Write an example that could be given as a collaborative work to high school students and implement it in the class.
2) Write an example for guided discovery method that is appropriate for high school students. 3) Write an example that could be given as an investigation to high school students. 4) Write an example for teaching station technique that is appropriate for high school students and implement it in the class. 5) Write a mathematical task that be used in high school math club. |
| Exams |
Assessment
| IN-TERM STUDIES | Quantity | Percentage |
| Midterm | 1 | 30 |
| Quiz | ||
| Final | 1 | 40 |
| Assignment | 5 | 30 |
| Total | 100 | |
| Contribution of Final Exam to Overall Grade | 40 | |
| Contribution of In-term Studies to Overall Grade | 60 | |
| Total | 100 |
| COURSE CATEGORY | Expertise / Field Courses |
Course’s Contribution to Program
| No | Program Outcomes | Level of contribution | ||||
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Has in-depth knowledge about secondary school mathematics and geometry contents | X | ||||
| 2 | Knows historical, cultural and scientific developments of the mathematical and geometrical concepts covered in secondary school mathematics and geometry curriculum | X | ||||
| 3 | Applies fundamental mathematical and geometric concepts into other disciplines and real life situations | X | ||||
| 4 | Applies mathematical processes such as problem solving and proving into given cases correctly | X | ||||
| 5 | Plans mathematics and geometry teaching process in line with the secondary school curriculum’s vision, philosophy and goals | X | ||||
| 6 | Uses teaching strategies and techniques that are appropriate for students’ age, grade level, individual differences and readiness level | X | ||||
| 7 | Establishes learning environments that encourages students to learn mathematics and geometry | X | ||||
| 8 | Uses and develop appropriate resources and materials to teach mathematics and geometry | X | ||||
| 9 | Monitors students’ learning process, development and achievement and assesses them by using appropriate assessment tools. | X | ||||
| 10 | Improves professional knowledge by following recent issues in mathematics education | X | ||||
| 11 | Contributes to the development of mathematics education by doing scientific research | X | ||||
| 12 | Knows the philosophy, principles, rules and regulations of Turkish Education System | X | ||||
ECTS
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course hours (including the exam week: 15 x total course) | 15 | 3 | 45 |
| Hours for off-the-classroom study (pre-study, practice) | 15 | 4 | 60 |
| Midterm | 1 | 15 | 15 |
| Quiz | |||
| Assignment | 5 | 10 | 50 |
| Final Exam | 1 | 20 | 20 |
| Total Workload | 190 | ||
| Total Workload / 25 (hours) | 7.6 | ||
| ECTS | 8 |