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| Course Description |
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| Course Name |
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Social Studies Education Methodology I |
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| Course Code |
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MB 310 |
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| Course Type |
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Compulsory |
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| Level of Course |
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First Cycle |
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| Year of Study |
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3 |
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| Course Semester |
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Spring (16 Weeks) |
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| ECTS |
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5 |
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| Name of Lecturer(s) |
: |
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| Learning Outcomes of the Course |
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Recognizes the nature of social studies lessons.
Acknowledges the themes and aims in social studies lesson curriculum.
Knows philosophical basics of modern educational approaches and discusses their roles in social studies teaching.
Recognizes the concepts of primary school pupils in social area and realizes necessary initiatives for using concepts effectively.
Knows effective teaching methods for conceptual change at primary school pupils.
Offers suggestions for necessary standards in effective social studies teaching and appropriate learning environment.
Prepares teaching materials and activities for using in social studies teaching.
Works in cooperation for preparing teaching material and activities in social studies teaching by taking individual responsibility.
Produces solutions for problems in social studies teaching and shares them with their peers.
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
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None |
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| Recommended Optional Programme Components |
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None |
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| Aim(s) of Course |
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To recognize the basic aims of teaching social studies, to get knowledge about social studies lesson curriculum, to acknowledge used teaching methods and materials in social studies, to gain information and skills to apply at practical levels. |
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| Course Contents |
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Teaching the basic concepts of the field and their relation with teaching, the legal basis of the field considering the Constitution and Basic Law of Public Education, general aims of teaching areas, the technique, tools and materials used, the analysis of the related curriculum, (aim, theme, unit, activities, etc..). the analysis and evaluation of teacher and student books and workbook samples. |
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| Language of Instruction |
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Turkish |
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| Work Place |
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Classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
What are the basic aims of social studies teaching? What are the necessities for effective social studies teaching? It is discussed in cooperative learning groups and shared as a class. |
Research Assignment from the Internet and other resources. |
Question-Answer, Discussion, Drill and Practice, Group Study, Brain Storming, Problem Solving |
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2 |
Basic structure of the social studies lesson and works of NCSS in social studies curriculum from its establishment to present and its effects on social studies lesson in Turkish curriculums. |
Examination of the program guide, internet access address: http://ttkb.meb.gov.tr |
Question-Answer, Discussion, Drill and Practice, Group Study, Brain Storming, Problem Solving |
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3 |
Introduction of constructivist teaching model and analyze of social studies curriculums that are constructed according to that approach, display of views about subject. |
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Question-Answer, Discussion, Drill and Practice, Group Study, Brain Storming, Problem Solving |
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4 |
Learning theories and their applications in social studies teaching. |
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Question-Answer, Discussion, Drill and Practice, Group Study, Brain Storming, Problem Solving |
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5 |
Teaching methods: ( case study, thematic learning, project based learning, problem solving, cooperative learning) |
Preparing samples related to the implementation of the methods for identified gains |
Question-Answer, Discussion, Drill and Practice, Group Study, Brain Storming, Problem Solving |
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6 |
Teaching methods: ( case study, thematic learning, project based learning, problem solving, cooperative learning) interclass applications and presentation of samples. |
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Question-Answer, Discussion, Drill and Practice, Group Study, Brain Storming, Problem Solving |
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7 |
Discussion method and its techniques |
Preparing samples related to the implementation of the methods for identified gains |
Question-Answer, Discussion, Drill and Practice, Group Study, Brain Storming, Problem Solving |
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8 |
Mid-term Exam |
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9 |
nterclass applications that are applied by using aquarium , brain storming, brain consequence, baklava, developing dissidence and other argument techniques and presentation of samples. |
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Question-Answer, Discussion, Drill and Practice, Group Study, Brain Storming, Problem Solving |
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10 |
Creative thinking and techniques that develops creative thinking: ( brain storming, herringbone, sinektik, speaking picture activity, empathy, creative drama, puppet etc. activities that are related to those techniques in cooperative learning groups. |
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Question-Answer, Discussion, Drill and Practice, Group Study, Brain Storming, Problem Solving |
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11 |
Planning of activities for teaching the determined aims by using educational plays. |
Research and design work on educational games |
Question-Answer, Discussion, Drill and Practice, Group Study, Brain Storming, Problem Solving |
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12 |
Planning of activities for giving determined aims by using educational plays |
Preparing samples related to the implementation of the methods for identified gains |
Question-Answer, Discussion, Drill and Practice, Group Study, Brain Storming, Problem Solving |
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13 |
Critical thinking and techniques that develop critical thinking, argument method and its techniques: aquarium, brain storming, brain consequence, baklava, developing dissidence and other argument techniques. Techniques that develops critical thinking. |
Preparing samples related to the implementation of the methods for identified gains |
Question-Answer, Discussion, Drill and Practice, Group Study, Brain Storming, Problem Solving |
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14 |
ritical thinking and techniques that develop critical thinking, argument method and its techniques: aquarium, brain storming, brain consequence, baklava, developing dissidence and other argument techniques. Techniques that develops critical thinking. |
Preparing samples related to the implementation of the methods for identified gains |
Question-Answer, Discussion, Drill and Practice, Group Study, Brain Storming, Problem Solving |
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15 |
Class out techniques (Observation, interview..) |
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Question-Answer, Discussion, Drill and Practice, Group Study, Brain Storming, Problem Solving |
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16/17 |
Final Examination |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
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| Required Course Material(s) | |
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
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Mid-term Exams (Written, Oral, etc.) |
1 |
0 |
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Homeworks/Projects/Others |
2 |
100 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
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Final Assessments
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100 |
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Rate of Final Assessments to Success
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60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
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1 |
They use the methods to enrich empathy, critical and creative thinking, effective decision making compatible with humanistic values and problem solving skills. |
5 |
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2 |
They plan teaching-learning process noting students´ individual differences and the characteristics of the subject focus. |
5 |
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3 |
They develop original materials student-oriented instruction and use information technologies. |
5 |
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4 |
They avoid beiong mechanical in measurement and evaluation and use creative and elaborative forms to provide multiple development of the students. |
5 |
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5 |
They explain information production methods of Social Sciences. |
5 |
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6 |
The graduates of Social Studies Education explain basic notions of the Social Sciences. |
5 |
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7 |
They recognize the cultural structures of their own and other societies. They also evaluate reasons and outcomes of changes throughout history. |
5 |
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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. |
5 |
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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. |
5 |
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10 |
They relate the disciplines that contribute to content of Social Studies lesson, applying the required specific instruction methods for the program. |
5 |
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11 |
They describe the applications to create democratic learning environment and make the classroom a real piece of life. |
5 |
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12 |
They communicate with their students and social environment in different cultures, they defend the fact that problems can be solved peacefully. |
5 |
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13 |
They recognize scientific basis of education. |
5 |
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14 |
They evaluate themselves in terms of their own professional qualifications. |
5 |
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15 |
They avoid discrimination and defend that living an honorable and human-rights convenient life is required for all humanity. |
5 |
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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. |
5 |
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17 |
They value self-confidence, braveness to question and power of changing. They want to study hard and take responsibility for achieving that goal. |
5 |
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18 |
They reach information sources and evaluate their learnings in a critical attitude. |
5 |
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19 |
They value life-long learning. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
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Class Time (Exam weeks are excluded) |
14 |
4 |
56 |
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Out of Class Study (Preliminary Work, Practice) |
14 |
2 |
28 |
| Assesment Related Works |
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Homeworks, Projects, Others |
2 |
10 |
20 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
5 |
5 |
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Final Exam |
1 |
5 |
5 |
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Total Workload: | 114 |
| Total Workload / 25 (h): | 4.56 |
| ECTS Credit: | 5 |
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