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| Course Description |
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| Course Name |
: |
Practices of Project Based Learning |
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| Course Code |
: |
EPÖ 754 |
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| Course Type |
: |
Optional |
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| Level of Course |
: |
Second Cycle |
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| Year of Study |
: |
1 |
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| Course Semester |
: |
Fall and Spring (16 Weeks) |
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| ECTS |
: |
6 |
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| Name of Lecturer(s) |
: |
Asst.Prof.Dr. MEMET KARAKUŞ
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| Learning Outcomes of the Course |
: |
Evaluates and examines the project examples
Prepares a project proposal
Implements the project
Reports and presents the project
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|
| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
EPÖ 755 Project Based Learning
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
The main purpose of this course is to design a project by examining project based learning studies in education |
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| Course Contents |
: |
The course content involves examining the project examples about different subject matters, developing a project and assessment of the Project. |
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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 |
Project-based learning applications |
Examining projects |
Research and examination |
|
2 |
Identification of the problem for the project |
Improving scientific research skills |
Research and examination |
|
3 |
Reviewing the literature |
Review of related books, articles and dissertations |
Research and examination |
|
4 |
Reviewing the literature |
Review of related books, articles and dissertations |
Research and examination |
|
5 |
Purpose and importance in the project work |
Review of related books, articles and dissertations |
Research and examination |
|
6 |
Questions to be answered in the project |
Review of related books, articles and dissertations |
Research and examination |
|
7 |
Disciplines and concepts which the project is related with |
Review of related books, articles and dissertations |
Research and examination |
|
8 |
Midterm Exam and submission of homework |
Preparation for the exam |
Written Exam |
|
9 |
The working process of the project |
Review of related books, articles and dissertations |
Research and examination |
|
10 |
Content in the project |
Review of related books, articles and dissertations |
Research and examination |
|
11 |
Assessment in the project |
Review of related books, articles and dissertations |
Research and examination |
|
12 |
Presentation of the projects |
Review of related books, articles and dissertations |
Research and examination |
|
13 |
Presentation of the projects |
Review of related books, articles and dissertations |
Research and examination |
|
14 |
Presentation of the projects |
Review of related books, articles and dissertations |
Research and examination |
|
15 |
Reporting |
Review of related books, articles and dissertations |
Research and examination |
|
16/17 |
Final Exam and submission of homework |
Preparation for the exam |
written exam |
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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
Champbell, Bruce. (1989).“Multiple Intelligences in The Classroom”. New Horizons for Learning On The Beam. Vol. IX No. 2 Winter, 1989 p. 7 :167
Chard, S. C. (1992). The Project Approach: Making Curriculum Come Alive. (Practical Guide 1-2). Edmonton, Alberta: University of Alberta Printing Services.
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
Chapman, C. and L. Freeman. (1996). Multiple Intelligenges and Projects. llinois: Skylight Training and Publishing, İnc.
Armstrong, T. (1994). Multiple İntelligences in the Classroom. Alexandria: Association for Supervision and Curriculum Development.
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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 |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
60 |
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Homeworks/Projects/Others |
2 |
40 |
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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* |
|
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. |
4 |
|
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. |
4 |
|
6 |
Guides the graduates of the field of educational sciencies within the framework of the knowledge and experiences that specialized training provides. |
4 |
|
7 |
Gains knowledge and experience about the appliations which can make the field of expertise functional in educational field. |
4 |
|
8 |
Makes prediction about the partner behaviors through the applications concerning the field of expertise. |
4 |
|
9 |
Solves a problem in the context of educational sciences in a scientific perspective. |
5 |
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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.
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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. |
5 |
|
14 |
Informs his/her colleagues about the processes regarding the field of expertise and conclusions reached. |
4 |
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15 |
Uses the different statistical techniques and information and communication technologies that s/he needs in the field of expertise. |
5 |
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16 |
Provides the support of the institution employees to make the applications concerning educational sciences successful. |
5 |
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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. |
4 |
|
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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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
|
Class Time (Exam weeks are excluded) |
14 |
3 |
42 |
|
Out of Class Study (Preliminary Work, Practice) |
14 |
5 |
70 |
| Assesment Related Works |
|
Homeworks, Projects, Others |
2 |
10 |
20 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
2 |
2 |
|
Final Exam |
1 |
4 |
4 |
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Total Workload: | 138 |
| Total Workload / 25 (h): | 5.52 |
| ECTS Credit: | 6 |
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