Nevşehir Hacı Bektaş Veli University Course Catalogue
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| Year/Semester of Study | 4 / Spring 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 | |||||
| The purpose of this course is to teach understand the types of intelligence and how to create the learning environment for students. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | May explain the theories of intelligence |
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 |
Examination |
| LO-2 | Can give examples of the types of intelligence at multiple intelligence theory. |
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 |
Examination |
| LO-3 | Can compare the types of intelligence at multiple intelligence theory. |
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 |
Examination |
| LO-4 | Can edit of activities related to the types of intelligence. |
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-10 Taking responsibility for individual and group tasks and efficiently fulfill the task. PO-13 Using the effective ways of attaining knowledge. |
Examination |
| LO-5 | Can evaluate applications of multiple Intelligences. |
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-14 Sharing ideas and solutions to problems by supporting data with specialist and non-specialist. |
Examination |
| LO-6 | can identify the different types of intelligence students have. |
PO-1 Having the knowledge of teaching programs, teaching strategies, measurement and assessment methods related to the field. 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-8 Ability to assess student achievements using different techniques and methods. |
Examination |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
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| Course Contents | ||
| Intelligence and the Intelligence Related Theories,Multiple Intelligence Theory and Basic Principles, Intelligence Types in The Theory of Multiple Intelligences, Determination of the dominant Intelligence Field, develop activities for Verbal / linguistic intelligence, develop activities for Logical / Mathematical intelligence, develop activities for Visual / Spatial intelligence, develop activities for music/ Rhythmic intelligence, develop activities for Social intelligence, develop activities for Internal intelligence, develop activities for naturalist intelligence, Theory of Multiple Intelligences and Assessment Studies | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | Theories Related Multiple Intelligence | Lecture, discussion, question and answer |
| 2 | Multiple Intelligence Theory and Basic Principles | Lecture, discussion, question and answer |
| 3 | Multiple Intelligences Types | Lecture, discussion, question and answer |
| 4 | Determination of the dominant intelligence field | Lecture, discussion, question and answer |
| 5 | Activities for verbal / linguistic intelligenceField | Lecture, question and answer, demonstration |
| 6 | Activities for Improving Logical / Mathematical Intelligence Field | Lecture, question and answer, demonstration |
| 7 | Activities for Improving Visual / Spatial Intelligence Field | Lecture, question and answer, demonstration |
| 8 | mid-term exam | |
| 9 | Activities for Improving Müziksel / Rhythmic Intelligence Field | Lecture, question and answer, demonstration |
| 10 | Activities for Improving Physical / Kinestetik Field | Lecture, question and answer, demonstration |
| 11 | Activities for Improving Social/Internal Intelligence Field | Lecture, question and answer, demonstration |
| 12 | Activities for Improving Naturalistic Intelligence Field | Lecture, question and answer, demonstration |
| 13 | Multiple Intelligence Theory and evaluation studies | Discussion, question and answer |
| 14 | Multiple Intelligence Theory and evaluation studies | Discussion, question and answer |
| 15 | Term Assessment | Discussion, question and answer |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| 1 | YAVUZ, K. E. (2004). Eğitim-Öğretimde Çoklu Zekâ Teorisi ve Uygulamaları. (Beşinci Baskı). Ankara: Ceceli Yayınları. | |
| 2 | BÜMEN, N. T. (2005). Çoklu Zekâ Kuramı ve Eğitim. Eğitimde Yeni Yönelimler. (İkinci Baskı). Demirel, Ö. (Ed.). Ankara: PegemA Yayıncılık. | |
| Required Course instruments and materials | ||
| Textbook | ||
| 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 | ||