| Course Description |
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| Course Name |
: |
Social Project Development |
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| Course Code |
: |
SB 404 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
4 |
|
| Course Semester |
: |
Spring (16 Weeks) |
|
| ECTS |
: |
6 |
|
| Name of Lecturer(s) |
: |
|
|
| Learning Outcomes of the Course |
: |
Designs class projects in order to achieve his/her teaching goals in social studies course.
Practices to make collaboration.
Defines creativity and aesthetic skills.
Shows a positive attitude towards preparing a project.
Defines the power of scientific thinking, research, knowledge generation.
Evaluates the social and natural environment s/he lives.
Formulates to associate social studies with other fields such as science, social sciences, fine arts, sports, mathematics.
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|
| Mode of Delivery |
: |
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 help students gain the cognition of the importance and place of project work in social studies teaching; learn different ways of preparing a project; design case projects that are special to social studies teaching and implement those projects. |
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| Course Contents |
: |
Importance and place of project work in social studies teaching; types of project and stages of preparing project; plan, prepare, presentation and evaluation of a social project sample, management of project in schools.
|
|
| 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 |
Introduction of content and general structure of the lesson |
|
Lecture and discussion |
|
2 |
Types of project |
|
Lecture and discussion |
|
3 |
Preparation of activities about types of project and preparational stages of the project |
|
Drilland Practice, Self Study, Problem Solving |
|
4 |
Preparation of activities about types of project and preparational stages of the project |
|
Drilland Practice, Self Study, Problem Solving |
|
5 |
Development of inventories about how social projects will be evaluated, management of project in schools. |
The social studies programs are brought to the classroom environment. The field-specific problems are looked into., |
Drilland Practice, Self Study, Problem Solving |
|
6 |
Feeling of the problem related with the area and making hypothesis so that he/she develops appropriate projects for the aims of social studies. |
Evidence collected in accordance with the identified problem |
Drilland Practice, Self Study, Problem Solving |
|
7 |
Planning of project is made in accordance with hypothesis of problem about area for developing acceptable projects of social studies aims. |
Evidence collected in accordance with the identified problem |
Drilland Practice, Self Study, Problem Solving |
|
8 |
Midterm Examination |
|
|
|
9 |
Hypothesis of problem related to area is tested for developing projects appropriate to social studies aims. |
|
Drilland Practice, Self Study, Problem Solving |
|
10 |
Hypothesis of problem related to area is tested for developing projects appropriate to social studies aims. |
|
Drilland Practice, Self Study, Problem Solving |
|
11 |
Project report is prepared in accordance with hypothesis of problems related to the area. |
Prepation for the exhibition of the project. |
Drilland Practice, Self Study, Problem Solving |
|
12 |
Presentation or display of project is made in accordance with hypothesis of problems related to the area. |
|
Drilland Practice, Self Study, Problem Solving |
|
13 |
Presentation or display of project is made in accordance with hypothesis of problems related to the area. |
|
Drilland Practice, Self Study, Problem Solving |
|
14 |
Presentation or display of project is made in accordance with hypothesis of problems related to the area. |
|
Drilland Practice, Self Study, Problem Solving |
|
15 |
Presentation or display of project is made in accordance with hypothesis of problems about area. |
|
Drilland Practice, Self Study, Problem Solving |
|
16/17 |
Final Examination |
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| 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. |
5 |
|
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. |
5 |
|
4 |
They avoid beiong mechanical in measurement and evaluation and use creative and elaborative forms to provide multiple development of the students. |
5 |
|
5 |
They explain information production methods of Social Sciences. |
1 |
|
6 |
The graduates of Social Studies Education explain basic notions of the Social Sciences. |
3 |
|
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. |
3 |
|
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. |
4 |
|
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. |
5 |
|
12 |
They communicate with their students and social environment in different cultures, they defend the fact that problems can be solved peacefully. |
5 |
|
13 |
They recognize scientific basis of education. |
2 |
|
14 |
They evaluate themselves in terms of their own professional qualifications. |
1 |
|
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. |
5 |
|
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 |
|
18 |
They reach information sources and evaluate their learnings in a critical attitude. |
5 |
|
19 |
They value life-long learning. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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