| Course Description |
|
| Course Name |
: |
Project Based Learning |
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| Course Code |
: |
EPÖ 755 |
|
| Course Type |
: |
Optional |
|
| Level of Course |
: |
Second Cycle |
|
| Year of Study |
: |
1 |
|
| Course Semester |
: |
Fall and Spring (16 Weeks) |
|
| ECTS |
: |
6 |
|
| Name of Lecturer(s) |
: |
|
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| Learning Outcomes of the Course |
: |
Examines the active learning methods
Analyzes the concept of project.
Interprets the examples of projects in education.
Designs a project for education.
Evaluates the project designed.
|
|
| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
|
| Recommended Optional Programme Components |
: |
None |
|
| Aim(s) of Course |
: |
The main purpose of this course is to design activities based on project-based learning by comprehending the philosophy of project-based learning. |
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| Course Contents |
: |
The course involves the goals of project-based learning, the underlying learning approaches and theories, the phases of project-based teaching, its place in the curriculum, inverting the units of the curriculum to a project, developing a concept network in the project, writing down the connection points and examining the implemented project examples |
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
Classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Purpose of project based learning |
Examining related books and articles |
Discussion and problem solving |
|
2 |
Learning approaches and theories based on Project based learning |
Review of literature |
Discussion and problem solving |
|
3 |
Cooperative Learning |
Research |
Discussion |
|
4 |
Theory of Multiple Intelligences |
Research |
Discussion |
|
5 |
Development of student profile |
Examination |
Discussion and problem solving |
|
6 |
Discussion on profiles |
Review of literature |
Discussion and problem solving |
|
7 |
Examples of individual and alternative education |
Review of literature |
Discussing and problem solving |
|
8 |
Midterm Exam |
Preparation for the exam |
Written exam |
|
9 |
Examples of individual and alternative education |
Review of literature |
Discussion and problem solving |
|
10 |
Examining project examples |
Review of literature |
Discussion and problem solving |
|
11 |
Examining project examples |
Review of literature |
Discussion and problem solving |
|
12 |
Designing a project |
Review of literature |
Discussion and problem solving |
|
13 |
Designing a project |
Review of literature |
Discussion and problem solving |
|
14 |
Presentation of projects designed |
Review of literature |
Discussion and problem solving |
|
15 |
Assessment |
Review of literature |
Discussion and problem solving |
|
16/17 |
Final Exam and submission of homework |
Preparation for the exam |
Written Exam |
|
|
|
Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Armfield, S. (1998). “Early Literacy and The Project Approach”. (Unpublished Master’s Thesis) Edmonton: University of Alberta Department of Elementary Education
Katz, L.G. and S.C. Chard. (2000). Engaging Children´s Minds: The Project Approach (Second Edition). Stamford, Connecticut: Ablex Publishing Corporation.
Starko, A.J. (2005). Creativity in The Classroom. (Third Edition). London: Lawrence Erlbaum Associates, Publishers.
Armstrong, T. (1994). Multiple İntelligences in the Classroom. Alexandria: Association for Supervision and Curriculum Development.
Champbell, Bruce. (1989).“Multiple Intelligences in The Classroom”. New Horizons for Learning On The Beam. Vol. IX No. 2 Winter, 1989 p. 7 :167
Chapman, C. and L. Freeman. (1996). Multiple Intelligenges and Projects. llinois: Skylight Training and Publishing, İnc.
Chard, S. C. (1992). The Project Approach: Making Curriculum Come Alive. (Practical Guide 1-2). Edmonton, Alberta: University of Alberta Printing Services.
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| |
| Required Course Material(s) | |
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|
| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
On the basis of the Educational Sciences BA degree qualificatons, improves his/her knowledge in the same field at the level of expertise.
|
5 |
|
2 |
Understands the multi-dimensional causes of a problem and evaluates the problem as a whole |
5 |
|
3 |
Analyzes a scientific article in the field of educational sciences. |
5 |
|
4 |
Uses the theoretical and practical knowledge s/he gained at the level of expertise in the field of educational sciences. |
5 |
|
5 |
Uses and develops individual assessment techniques. |
5 |
|
6 |
Guides the graduates of the field of educational sciencies within the framework of the knowledge and experiences that specialized training provides. |
2 |
|
7 |
Gains knowledge and experience about the appliations which can make the field of expertise functional in educational field. |
5 |
|
8 |
Makes prediction about the partner behaviors through the applications concerning the field of expertise. |
2 |
|
9 |
Solves a problem in the context of educational sciences in a scientific perspective. |
5 |
|
10 |
Integrates the theoretical knowledge within the scope of the field of educational sciences with the field of application. |
5 |
|
11 |
Takes responsibility for solving the problems at the local and national level during the educational science-oriented applications.
|
5 |
|
12 |
Communicates effectively and properly with students, teachers, school administrators, and members of families and working group. |
4 |
|
13 |
Has a good command of foreign language to be able to follow the foreign resources related to the field. |
4 |
|
14 |
Informs his/her colleagues about the processes regarding the field of expertise and conclusions reached. |
3 |
|
15 |
Uses the different statistical techniques and information and communication technologies that s/he needs in the field of expertise. |
4 |
|
16 |
Provides the support of the institution employees to make the applications concerning educational sciences successful. |
4 |
|
17 |
Develops internalized knowledge in the field of expertise and the related disciplines at the level of expertise. |
5 |
|
18 |
Identifies the sources of the problems in the field of educational sciences and contributes to the solution of these problems. |
5 |
|
19 |
Provides the cooperation of all partners in educational environment stating the necessity of the field of expertise. |
5 |
|
20 |
Assesses the necessities which reveal through the applications related to the field of expertise in a critical way. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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