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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 |
Learning and Learning styles- Dimensions of Learning Styles |
Examining the course subject in different sources |
research and examination, discussion |
|
2 |
Dunn and Dunn Learning Style Model |
Examining the course subject in different sources |
research and examination, discussion |
|
3 |
Examples of Dunn and Dunn Learning Style Model |
Review of related literature on the subject and reading at least two articles |
research and examination, discussion |
|
4 |
Kolb Learning Style |
Examining the course subject in different sources |
research and examination, discussion |
|
5 |
Examples of Kolb Learning Style Model |
Review of related literature on the subject and reading at least two articles |
research and examination, discussion |
|
6 |
McCarthy´s 4 MAT System model |
Examining the course subject in different sources |
research and examination, discussion |
|
7 |
Examples of McCarthy´s 4 MAT System model |
Review of related literature on the subject and reading at least two articles |
research and examination, discussion |
|
8 |
Midterm exam and submission of homework |
Preparation for the exam |
written exam |
|
9 |
Grasha- Reichmann Learning Style Model |
Examining the course subject in different sources |
research and examination, discussion |
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10 |
Examples of Grasha- Reichmann Learning Style Model |
Review of related literature on the subject and reading at least two articles |
research and examination, discussion |
|
11 |
Gregorc Learning Style Model |
Examination of the issue of course different sources |
research and examination, discussion |
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12 |
Examples of Gregorc Learning Style Model |
Review of related literature on the subject and reading at least two articles |
research and examination, discussion |
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13 |
Witkin´s Field Dependence- Field Independence Learning Style Model |
Examination of the issue of course different sources |
research and examination, discussion |
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14 |
Examples of Witkin´s Field Dependence - Field Independence Learning Style Model |
Review of related literature on the subject and reading at least two articles |
research and examination, discussion |
|
15 |
Evaluation of the semester |
none |
question and answer |
|
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) |
 Guild, P.B. ve Garger, S. (1991). Marching to different drummers, USA: ASCD.
Jonassen, D.H. ve Grabowski, B.L (1993). Handbook of individual differences, learning, and instruction, New Jersey: Lawrence Erlbaum Associates.
Keefe, W.J. (1988). "Development of the NASSP learning style profile", Profiling and utilizing learning style (Ed. James W. Keefe), Virginia: National Association of Secondary School Principals, 1-21.
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| Required Course Material(s) |
Keefe, W.J. (1979). “Learning style: An overview”, Student learning styles: Diagnosing and prescribing programs. Virginia: National Association of Secondary School Principles, 1-17.
Keefe, W.J. (1982). “Assesing student learning styles: An overview”, Student learning styles and brain behavior: Programs, instrumentation, research, Virginia: National Association of Secondary School Principals, 43-53.
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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.
|
0 |
|
2 |
Understands the multi-dimensional causes of a problem and evaluates the problem as a whole |
0 |
|
3 |
Analyzes a scientific article in the field of educational sciences. |
5 |
|
4 |
Uses the theoretical and practical knowledge s/he gained at the level of expertise in the field of educational sciences. |
4 |
|
5 |
Uses and develops individual assessment techniques. |
0 |
|
6 |
Guides the graduates of the field of educational sciencies within the framework of the knowledge and experiences that specialized training provides. |
0 |
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7 |
Gains knowledge and experience about the appliations which can make the field of expertise functional in educational field. |
0 |
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8 |
Makes prediction about the partner behaviors through the applications concerning the field of expertise. |
0 |
|
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.
|
0 |
|
12 |
Communicates effectively and properly with students, teachers, school administrators, and members of families and working group. |
0 |
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13 |
Has a good command of foreign language to be able to follow the foreign resources related to the field. |
0 |
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14 |
Informs his/her colleagues about the processes regarding the field of expertise and conclusions reached. |
0 |
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15 |
Uses the different statistical techniques and information and communication technologies that s/he needs in the field of expertise. |
0 |
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16 |
Provides the support of the institution employees to make the applications concerning educational sciences successful. |
0 |
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17 |
Develops internalized knowledge in the field of expertise and the related disciplines at the level of expertise. |
4 |
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18 |
Identifies the sources of the problems in the field of educational sciences and contributes to the solution of these problems. |
0 |
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19 |
Provides the cooperation of all partners in educational environment stating the necessity of the field of expertise. |
0 |
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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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