| Course Description |
|
| Course Name |
: |
Introduction To Educational Sciences |
|
| Course Code |
: |
MB 101 |
|
| Course Type |
: |
Compulsory |
|
| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
1 |
|
| Course Semester |
: |
Fall (16 Weeks) |
|
| ECTS |
: |
3 |
|
| Name of Lecturer(s) |
: |
InstructorDr. AKIN EFENDİOĞLU
|
|
| Learning Outcomes of the Course |
: |
Explains the basic concepts related to education.
Describes the types and properties of education.
Knows the basic properties needed to carry out a training program.
Explains how the general objectives and basic principles of national education was turned into practice by means of education.
Explains the relationship between education and culture.
Explains the relationship between the basic philosophies of education and training.
Explains the relationship between society and education programs.
Explains the relationship between training programs and budget.
Explains the relationship between educational programs and training in psychology.
Explains the relationship between training programs and educational history.
|
|
| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
|
| Recommended Optional Programme Components |
: |
None |
|
| Aim(s) of Course |
: |
To comprehend the basic concepts of educational science and relationship between education and other sciences |
|
| Course Contents |
: |
The contents of this course include teaching about the basic concepts; philosophical, social, psychological, historical, political and scientifical fundamentals of education; new directions in education. |
|
| Language of Instruction |
: |
Turkish |
|
| Work Place |
: |
Classroom |
|
|
Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Introduction to the importance of the flow of the course and the course. |
Reading about these concepts |
Presentation, lectures and discussions. |
|
2 |
Definition of education, training and cultural relationship with the explanation of the basic concepts |
Reading about these concepts |
Presentation, lectures and discussions. |
|
3 |
Types and properties of education. |
Reading about these concepts |
Presentation, lectures and discussions. |
|
4 |
The general objectives and basic principles of national education |
Presentation, lectures and discussions |
Presentation, lectures and discussions. |
|
5 |
Principles and characteristics of education and training |
Reading about these concepts |
Presentation, lectures and discussions |
|
6 |
Curriculum and its types |
Reading about these concepts |
Presentation, lectures and discussions |
|
7 |
Curriculum and philosophy |
Reading about these concepts |
Presentation, lectures and discussions |
|
8 |
Exam |
Prapering for exam |
Writing exam |
|
9 |
Curriculum and sociology |
Research |
Presentation, lectures and discussions |
|
10 |
Curriculum and economy |
Research |
Presentation, lectures and discussions |
|
11 |
Curriculum and psychology |
Research |
Presentation, lectures and discussions |
|
12 |
Curriculum and history |
Research |
Presentation, lectures and discussions |
|
13 |
Educational practices from Antiquity to the present day. |
Research |
Presentation, lectures and discussions |
|
14 |
Educational practices during the Ottoman Empire and the Republic. |
Research |
Presentation, lectures and discussions |
|
15 |
Properties of teaching profession |
Reading about these concepts |
Presentation, lectures and discussions |
|
16/17 |
Exam |
Prapering for exam |
Writing exam |
|
|
| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
They use the methods to enrich empathy, critical and creative thinking, effective decision making compatible with humanistic values and problem solving skills. |
0 |
|
2 |
They plan teaching-learning process noting students´ individual differences and the characteristics of the subject focus. |
3 |
|
3 |
They develop original materials student-oriented instruction and use information technologies. |
0 |
|
4 |
They avoid beiong mechanical in measurement and evaluation and use creative and elaborative forms to provide multiple development of the students. |
0 |
|
5 |
They explain information production methods of Social Sciences. |
1 |
|
6 |
The graduates of Social Studies Education explain basic notions of the Social Sciences. |
1 |
|
7 |
They recognize the cultural structures of their own and other societies. They also evaluate reasons and outcomes of changes throughout history. |
3 |
|
8 |
They define the location of their place on Earth. They evaluate social, political and economical effects of geographical location and the results of them. |
0 |
|
9 |
They become aware of the importance of using natural sciences and arts to apprehend the Earth multidimentionally. They define their scientific, cultural, artistic and social needs and develop themselves continually. |
2 |
|
10 |
They relate the disciplines that contribute to content of Social Studies lesson, applying the required specific instruction methods for the program. |
0 |
|
11 |
They describe the applications to create democratic learning environment and make the classroom a real piece of life. |
2 |
|
12 |
They communicate with their students and social environment in different cultures, they defend the fact that problems can be solved peacefully. |
0 |
|
13 |
They recognize scientific basis of education. |
5 |
|
14 |
They evaluate themselves in terms of their own professional qualifications. |
0 |
|
15 |
They avoid discrimination and defend that living an honorable and human-rights convenient life is required for all humanity. |
2 |
|
16 |
They become a citizen-teacher model. They struggle for a solution to current problems of the globe and their own environment as a participant member of the society. |
0 |
|
17 |
They value self-confidence, braveness to question and power of changing. They want to study hard and take responsibility for achieving that goal. |
2 |
|
18 |
They reach information sources and evaluate their learnings in a critical attitude. |
0 |
|
19 |
They value life-long learning. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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