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| Course Description |
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| Course Name |
: |
Economics |
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| Course Code |
: |
SB 108 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
1 |
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| Course Semester |
: |
Spring (16 Weeks) |
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| ECTS |
: |
3 |
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| Name of Lecturer(s) |
: |
Assoc.Prof.Dr. MUZAFFER SÜMBÜL
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| Learning Outcomes of the Course |
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Defines the basic concepts of economy and learns about the solutions to famine problem.
Explains the formation of market balance.
Defines consumer and benefit concepts.
Learns industry constructions.
Defines macro economy concepts.
Explains money and exchange rate systems.
Explains economic systems.
Explains economic relations between Turkey and its surroundings.
Explain economic relations between Turkey and its surroundings.
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
The aim of this course is to teach the students about the basic economic concepts of demand, supply and market equilibrium, the balance of benefits and consumer clutches, monetary and exchange rate regimes, inflation, unemployment and employment issues, alternative economic systems and evaluating the social development of the relations with economy. |
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| Course Contents |
: |
The contents of this course include the basic economic concepts (economy, production, consumption, supply, demand, inflation, devaluation, deflation, goods, services, and so on. Concepts) and the current life and relationships, economic systems, economic and the relations between the idea of living and social development. |
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| Language of Instruction |
: |
Turkish |
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| Work Place |
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Classroom R1 102 |
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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 |
Some basic concepst of economy |
None |
lectures, |
|
2 |
The famine problem and its solution. |
Selected readings required for the panel, following newspapers for the case analysis. |
question-and-answer, lectures, panel discussions, case study |
|
3 |
Suply, demand and price
|
Selected readings required for the panel, following newspapers for the case analysis. |
question-and-answer, lectures, panel discussions, case study |
|
4 |
Suply, demand and price elecity |
Selected readings required for the panel, following newspapers for the case analysis. |
question-and-answer, lectures, panel discussions, case study |
|
5 |
Balance of demand, profit and consumer |
Selected readings required for the panel, following newspapers for the case analysis. |
question-and-answer, lectures, panel discussions, case study |
|
6 |
Production and industrial constructions |
Selected readings required for the panel, following newspapers for the case analysis. |
question-and-answer, lectures, panel discussions, case study |
|
7 |
Exam |
Revision for the examination |
Written Exam |
|
8 |
Introduction to macro economy |
Selected readings required for the panel, following newspapers for the case analysis. |
question-and-answer, lectures, panel discussions, case study |
|
9 |
Introduction to macro economy |
Selected readings required for the panel, following newspapers for the case analysis. |
question-and-answer, lectures, panel discussions, case study |
|
10 |
Money and macro system |
Selected readings required for the panel, following newspapers for the case analysis. |
question-and-answer, lectures, panel discussions, case study |
|
11 |
Inflation, unemployment and employment |
Selected readings required for the panel, following newspapers for the case analysis. |
question-and-answer, lectures, panel discussions, case study |
|
12 |
Inflation, unemployment and employment |
Selected readings required for the panel, following newspapers for the case analysis. |
question-and-answer, lectures, panel discussions, case study |
|
13 |
International trade policies |
Selected readings required for the panel, following newspapers for the case analysis. |
question-and-answer, lectures, panel discussions, case study |
|
14 |
Economic systems |
Selected readings required for the panel, following newspapers for the case analysis. |
question-and-answer, lectures, panel discussions, case study |
|
15 |
National Income: Concepts and Calculation Methods |
Selected readings required for the panel, following newspapers for the case analysis. |
question-and-answer, lectures, panel discussions, case study |
|
16/17 |
Final |
The necessary preparations for the delivery of the panel file |
delivery of the panel file |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 AREN, Sadun. (1993). 100 Soruda Ekonomi El Kitabı. İstanbul : Gerçek Yayınevi.
BOCUTOĞLU, Ersan, BERBER, Metin ve ÇELİK, Kenan. (1998). İktisada Giriş. Trabzon : Derya Kitabevi.
HATİPOĞLU, Zeyyat. (1989). İktisat Bilimine Giriş. İstanbul : İşletme Fakültesi Yayın No : 220.
LIPSEY, Richard G., STEINER, Peter O. ve PURVIS, Douglas D. (1992). İktisat. İstanbul : Bilim Teknik Yayınevi.
MANİSALI, Erol. (2000). İktisada Giriş. İstanbul : DER Yayınları.
ÖÇAL, Tezer. (1990). İktisat. Ankara : Gazi Üniversitesi Teknik Eğitim Fakültesi Matbaası.
PARASIZ, İlker. (1998). İktisada Giriş Prensipler ve Politika . Bursa : Ezgi Kitabevi Yayınları.
PARASIZ, İlker. (2000). İktisadın ABC’si. Bursa : Ezgi Kitabevi Yayınları.
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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 |
40 |
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Homeworks/Projects/Others |
1 |
60 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
| |
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Final Assessments
|
100 |
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Rate of Final Assessments to Success
|
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. |
4 |
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2 |
They plan teaching-learning process noting students´ individual differences and the characteristics of the subject focus. |
2 |
|
3 |
They develop original materials student-oriented instruction and use information technologies. |
4 |
|
4 |
They avoid beiong mechanical in measurement and evaluation and use creative and elaborative forms to provide multiple development of the students. |
4 |
|
5 |
They explain information production methods of Social Sciences. |
3 |
|
6 |
The graduates of Social Studies Education explain basic notions of the Social Sciences. |
5 |
|
7 |
They recognize the cultural structures of their own and other societies. They also evaluate reasons and outcomes of changes throughout history. |
0 |
|
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. |
4 |
|
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. |
4 |
|
11 |
They describe the applications to create democratic learning environment and make the classroom a real piece of life. |
4 |
|
12 |
They communicate with their students and social environment in different cultures, they defend the fact that problems can be solved peacefully. |
3 |
|
13 |
They recognize scientific basis of education. |
3 |
|
14 |
They evaluate themselves in terms of their own professional qualifications. |
3 |
|
15 |
They avoid discrimination and defend that living an honorable and human-rights convenient life is required for all humanity. |
4 |
|
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. |
4 |
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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. |
4 |
|
18 |
They reach information sources and evaluate their learnings in a critical attitude. |
5 |
|
19 |
They value life-long learning. |
4 |
| * 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 |
|
Class Time (Exam weeks are excluded) |
14 |
2 |
28 |
|
Out of Class Study (Preliminary Work, Practice) |
14 |
1 |
14 |
| Assesment Related Works |
|
Homeworks, Projects, Others |
1 |
10 |
10 |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
10 |
10 |
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Final Exam |
1 |
10 |
10 |
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Total Workload: | 72 |
| Total Workload / 25 (h): | 2.88 |
| ECTS Credit: | 3 |
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