GAZI UNIVERSITY INFORMATION PACKAGE - 2019 ACADEMIC YEAR
Program Learning Outcomes
| PROGRAM LEARNING OUTCOME |
| KNOWLEDGE |
| Theoretical, Factual |
| - Draws a relationship among the scientific theories, laws, phenomenon, models, concepts and knowledge and skills in other disciplines, and make use of these in explaining the daily life experiences. |
| - Explains the scientific theories, laws, phenomenon, models and concepts by taking the science curriculum, the cognitive, psychomotor, affective characteristics and needs of students into consideration |
| - Designs and performs laboratory activities by considering the aims of Science Curriculum, student characteristics and safety measures |
| - Identifies, organizes and uses effectively the equipments and materials present in science laboratories, proposes solutions and alternatives for missing or broken materials, eliminates the laboratory waste by taking necessary safety precautions |
| - Implements teaching activities that can give students insight about the historical developmenst and nature of science. |
| - Implements teaching activities that can give students insight about the interaction between the scientific and technological developments, society and environment |
| - Examines the science curriculum in terms of its vision, mission, learning areas, and objectives, follows the developments in the program and relates these developments with the developments in the history of Turkish National Education. |
| - Selects the proper one among different teaching strategies, methods and techniques by considering the aims of science curriculum and student characteristics, and implements these in a way that ensure classroom management. |
| - Plans the teaching process by considering the physical, cognitive, affective and cultural characteristics, misconceptions about the science topics, learning styles, strengths, weaknesses, interests and needs of student |
| - Designs activities that improve scientific and technological literacy level and higher order thinking skills like critical thinking, creative thinking, analytical thinking skills of students |
| - Develops diagnostic, formative or summative measurement and assessment instrument at every steps of learning-teaching process by considering different learning areas of the science curriculum or selects and implements the appropriate one among current instruments. |
| - Uses traditional measurement and assessment instruments that measure knowledge as well as alternative and authentic measurement and assessment instruments that measure knowledge and skills while evaluating learning and teaching process in science |
| - Uses appropriate statistical techniques to evaluate and interpret data obtained from a research process or a measurement instrument. |
| - Plans the steps of research process to solve a problem in education process or daily life; selects and implements an appropriate research method and reports the whole research. |
| - Designs instructional equipment and materials which support teaching process by considering the aim of science curriculum; selects and uses appropriate one among current equipment and materials |
| - Organizes activities which can create awareness in students about local and universal problems in social, environmental, scientific and socioscientific areas and takes an active part in related projects. |
| SKILLS |
| Cognitive, Practical |
| - Draws a relationship among the scientific theories, laws, phenomenon, models, concepts and knowledge and skills in other disciplines, and make use of these in explaining the daily life experiences. |
| - Explains the scientific theories, laws, phenomenon, models and concepts by taking the science curriculum, the cognitive, psychomotor, affective characteristics and needs of students into consideration |
| - Designs and performs laboratory activities by considering the aims of Science Curriculum, student characteristics and safety measures |
| - Identifies, organizes and uses effectively the equipments and materials present in science laboratories, proposes solutions and alternatives for missing or broken materials, eliminates the laboratory waste by taking necessary safety precautions |
| - Implements teaching activities that can give students insight about the historical developmenst and nature of science. |
| - Implements teaching activities that can give students insight about the interaction between the scientific and technological developments, society and environment |
| - Examines the science curriculum in terms of its vision, mission, learning areas, and objectives, follows the developments in the program and relates these developments with the developments in the history of Turkish National Education. |
| - Selects the proper one among different teaching strategies, methods and techniques by considering the aims of science curriculum and student characteristics, and implements these in a way that ensure classroom management. |
| - Plans the teaching process by considering the physical, cognitive, affective and cultural characteristics, misconceptions about the science topics, learning styles, strengths, weaknesses, interests and needs of student |
| - Designs activities that improve scientific and technological literacy level and higher order thinking skills like critical thinking, creative thinking, analytical thinking skills of students |
| - Develops diagnostic, formative or summative measurement and assessment instrument at every steps of learning-teaching process by considering different learning areas of the science curriculum or selects and implements the appropriate one among current instruments. |
| - Uses traditional measurement and assessment instruments that measure knowledge as well as alternative and authentic measurement and assessment instruments that measure knowledge and skills while evaluating learning and teaching process in science |
| - Uses appropriate statistical techniques to evaluate and interpret data obtained from a research process or a measurement instrument. |
| - Plans the steps of research process to solve a problem in education process or daily life; selects and implements an appropriate research method and reports the whole research. |
| - Designs instructional equipment and materials which support teaching process by considering the aim of science curriculum; selects and uses appropriate one among current equipment and materials |
| - Organizes activities which can create awareness in students about local and universal problems in social, environmental, scientific and socioscientific areas and takes an active part in related projects. |
| - Designs activities that can create positive attitudes and values in students about science and technology in the light of Atatürk revolutions and principles, fundamental purposes and principles of Turkish National Education |
| COMPETENCIES |
| Ability to work independently and take responsibility |
| - Designs and performs laboratory activities by considering the aims of Science Curriculum, student characteristics and safety measures |
| - Identifies, organizes and uses effectively the equipments and materials present in science laboratories, proposes solutions and alternatives for missing or broken materials, eliminates the laboratory waste by taking necessary safety precautions |
| - Implements teaching activities that can give students insight about the interaction between the scientific and technological developments, society and environment |
| - Examines the science curriculum in terms of its vision, mission, learning areas, and objectives, follows the developments in the program and relates these developments with the developments in the history of Turkish National Education. |
| - Plans the steps of research process to solve a problem in education process or daily life; selects and implements an appropriate research method and reports the whole research. |
| - Benefits from information and communication technologies to access and share information, to increase the efficiency of instruction, and to follow current debates and innovations. |
| - Organizes activities which can create awareness in students about local and universal problems in social, environmental, scientific and socioscientific areas and takes an active part in related projects. |
| - Designs activities that can create positive attitudes and values in students about science and technology in the light of Atatürk revolutions and principles, fundamental purposes and principles of Turkish National Education |
| - Works in cooperation with school administration, colleagues, student parents and other related partners to carry out the instructional process efficiently both in and outside of the school. |
| Learning Competence |
| - Draws a relationship among the scientific theories, laws, phenomenon, models, concepts and knowledge and skills in other disciplines, and make use of these in explaining the daily life experiences. |
| - Explains the scientific theories, laws, phenomenon, models and concepts by taking the science curriculum, the cognitive, psychomotor, affective characteristics and needs of students into consideration |
| - Designs and performs laboratory activities by considering the aims of Science Curriculum, student characteristics and safety measures |
| - Identifies, organizes and uses effectively the equipments and materials present in science laboratories, proposes solutions and alternatives for missing or broken materials, eliminates the laboratory waste by taking necessary safety precautions |
| - Implements teaching activities that can give students insight about the historical developmenst and nature of science. |
| - Implements teaching activities that can give students insight about the interaction between the scientific and technological developments, society and environment |
| - Examines the science curriculum in terms of its vision, mission, learning areas, and objectives, follows the developments in the program and relates these developments with the developments in the history of Turkish National Education. |
| - Plans the steps of research process to solve a problem in education process or daily life; selects and implements an appropriate research method and reports the whole research. |
| - Benefits from information and communication technologies to access and share information, to increase the efficiency of instruction, and to follow current debates and innovations. |
| - Designs activities that can create positive attitudes and values in students about science and technology in the light of Atatürk revolutions and principles, fundamental purposes and principles of Turkish National Education |
| - Uses Turkish efficiently to teach science related topics and to communicate in both written and verbal language as well as uses a foreign language sufficiently to follow the information in his/her area or to communicate with his/her colleagues. |
| Communication and Social Competence |
| - Selects the proper one among different teaching strategies, methods and techniques by considering the aims of science curriculum and student characteristics, and implements these in a way that ensure classroom management. |
| - Plans the teaching process by considering the physical, cognitive, affective and cultural characteristics, misconceptions about the science topics, learning styles, strengths, weaknesses, interests and needs of student |
| - Plans the steps of research process to solve a problem in education process or daily life; selects and implements an appropriate research method and reports the whole research. |
| - Benefits from information and communication technologies to access and share information, to increase the efficiency of instruction, and to follow current debates and innovations. |
| - Uses Turkish efficiently to teach science related topics and to communicate in both written and verbal language as well as uses a foreign language sufficiently to follow the information in his/her area or to communicate with his/her colleagues. |
| - Works in cooperation with school administration, colleagues, student parents and other related partners to carry out the instructional process efficiently both in and outside of the school. |
| Field-based Competence |
| - Draws a relationship among the scientific theories, laws, phenomenon, models, concepts and knowledge and skills in other disciplines, and make use of these in explaining the daily life experiences. |
| - Explains the scientific theories, laws, phenomenon, models and concepts by taking the science curriculum, the cognitive, psychomotor, affective characteristics and needs of students into consideration |
| - Designs and performs laboratory activities by considering the aims of Science Curriculum, student characteristics and safety measures |
| - Identifies, organizes and uses effectively the equipments and materials present in science laboratories, proposes solutions and alternatives for missing or broken materials, eliminates the laboratory waste by taking necessary safety precautions |
| - Implements teaching activities that can give students insight about the historical developmenst and nature of science. |
| - Implements teaching activities that can give students insight about the interaction between the scientific and technological developments, society and environment |
| - Examines the science curriculum in terms of its vision, mission, learning areas, and objectives, follows the developments in the program and relates these developments with the developments in the history of Turkish National Education. |
| - Selects the proper one among different teaching strategies, methods and techniques by considering the aims of science curriculum and student characteristics, and implements these in a way that ensure classroom management. |
| - Plans the teaching process by considering the physical, cognitive, affective and cultural characteristics, misconceptions about the science topics, learning styles, strengths, weaknesses, interests and needs of student |
| - Designs activities that improve scientific and technological literacy level and higher order thinking skills like critical thinking, creative thinking, analytical thinking skills of students |
| - Develops diagnostic, formative or summative measurement and assessment instrument at every steps of learning-teaching process by considering different learning areas of the science curriculum or selects and implements the appropriate one among current instruments. |
| - Uses traditional measurement and assessment instruments that measure knowledge as well as alternative and authentic measurement and assessment instruments that measure knowledge and skills while evaluating learning and teaching process in science |
| - Uses appropriate statistical techniques to evaluate and interpret data obtained from a research process or a measurement instrument. |
| - Plans the steps of research process to solve a problem in education process or daily life; selects and implements an appropriate research method and reports the whole research. |
| - Designs instructional equipment and materials which support teaching process by considering the aim of science curriculum; selects and uses appropriate one among current equipment and materials |
| - Organizes activities which can create awareness in students about local and universal problems in social, environmental, scientific and socioscientific areas and takes an active part in related projects. |
| - Designs activities that can create positive attitudes and values in students about science and technology in the light of Atatürk revolutions and principles, fundamental purposes and principles of Turkish National Education |