| 1 | Knows the history of science programs in Turkey and the changes and developments. |
| 2 | Knows Piaget's theory of cognitive development and all the sub-components and components of this theory. |
| 3 | Knows Vygotsky's theory of socio-cultural development and all sub-elements and components of this theory. |
| 4 | Knows and compares the philosophical paradigms of the constructivist approach. |
| 5 | Knows the meaning and functions of the constructivist approach. |
| 6 | Knows the basic features of the constructivist approach, the learning process in this approach and the types of this approach. |
| 7 | Knows the scientific process skills in the skill field in the new primary school science curriculum. |
| 8 | Knows the life and engineering skills in the skill field in the new primary school science curriculum and plans and applies the skill acquisition process. |
| 9 | Knows and compares the moral development theories of Piaget and Kohlberg. |
| 10 | Knows the values in the field of affective features in the new primary school science curriculum and plans and applies the value acquisition process. |
| 11 | Knows the attitude-motivation elements in the field of affective features in the new primary school science curriculum and plans and implements the process of gaining these elements. |
| 12 | Performs the analysis of the 2018 science course curriculum (knowledge-skill-feeling domains). |
| 13 | It provides the integration of the constructivist approach with the understanding of ASBL and makes an example lesson planning and applies it by making the approach-strategy-model-method-technical association. |
| 14 | Gains knowledge of socio-scientific issues and sustainable development goals and designs and implements appropriate teaching processes. |