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| Course Description |
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| Course Name |
: |
Constructivist Learning Theory |
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| Course Code |
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BTE 719 |
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| Course Type |
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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 (16 Weeks) |
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| ECTS |
: |
5 |
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| Name of Lecturer(s) |
: |
Asst.Prof.Dr. MAHMUT OĞUZ KUTLU
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| Learning Outcomes of the Course |
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Explains the roots of Constructivist Learning Theory in philosophy
Explains the characteristics of Constructivist Learning Theory
Explains how Constructivist Learnig Theory can be put into practice in our educational system
Knows the characteristics of a constructivist teacher
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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 |
: |
Learning Theories-I |
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| Aim(s) of Course |
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The main objective of this course is to introduce the Constructivist Learning Theory and to explain how it can be used in the process of education |
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| Course Contents |
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Constructivist Teaching and Teacher Education, A Historical Context for Constructivisim in Teacher Education, Constructivism: Objections and Challenges in Teacher Education, Constructivisim in Teacher Education; Education on Constructivism, Constructivist Approaches, The Curriculum of Constructivist Teacher Education |
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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 |
The roots of Constructivist Learning Theory in philosophy |
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Lecture, Presentation and Discussion Methods |
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2 |
Becoming a Constructivist Teacher |
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Lecture, Presentation and Discussion Methods |
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3 |
The Basic Characteristics of Constructivist Learning Theory |
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Lecture, Presentation and Discussion Methods |
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4 |
Constructivist teaching and Teacher Education |
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Lecture, Presentation and Discussion Methods |
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5 |
A Historical Context for Constructivism in Teacher Education |
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Lecture, Presentation and Discussion Methods |
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6 |
Instructional practices based on Constructivist Learning Theory |
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Lecture, Presentation and Discussion Methods |
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7 |
Constructivisim in Teacher Education |
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Lecture, Presentation and Discussion Methods |
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8 |
Midterm Exam |
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Essay Exam |
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9 |
The practice of Constructivist Learning Theory in the Classroom |
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Lecture, Presentation and Discussion Methods |
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10 |
The practice of Constructivist Learning Theory in the Classroom |
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Lecture, Presentation and Discussion Methods |
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11 |
The practice of Constructivist Learning Theory in the Classroom |
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Lecture, Presentation and Discussion Methods |
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12 |
The practice of Constructivist Learning Theory in the Classroom |
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Lecture, Presentation and Discussion Methods |
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13 |
Constructivist Learning Theory and assessment-evaluation practices |
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Lecture, Presentation and Discussion Methods |
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14 |
Constructivist Learning Theory and assessment-evaluation practices |
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Lecture, Presentation and Discussion Methods |
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15 |
General Review |
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Lecture, Presentation and Discussion Methods |
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16/17 |
Final Exam |
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Essay Exam |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Richardson, V.( 1997). Contrictivist Teacher Education, Routhledge-Falmer, London,
Brooks, J.G.; Brooks M.G. (1999). The Case For Constructivist Classrooms, Upper Saddle, River, NJ
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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 |
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
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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 |
Takes responsibility for the dissemination of local and national developments in the field. |
3 |
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2 |
Supports the protection and learning of scientific and ethical values by considering them in his academic studies. |
3 |
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3 |
Transfers the developments in the other fields to the field of instructional technologies. |
4 |
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4 |
Creates a productive cooperative working environment and maintains it by developing an insight into the behavior of stakeholders. |
4 |
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5 |
Defines the unified structure of instructional technologies with other related fields. |
3 |
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6 |
Lists the applications of scientific research and related statistical techniques in the field of educational technology. |
2 |
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7 |
Follows the scientific developments in the field of educational technology, and implements them in his professional practice. |
3 |
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8 |
Follows the current problems and practices, identifies the knowledge and skills which will be required in the next stage and takes on new learning tasks. |
3 |
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9 |
Can supply or develop systems, methods, or tools to reduce the workload. |
3 |
|
10 |
Interprets, develops and evaluates the strategies, policies and implementation plans related to the issues about the future of the field.
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3 |
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11 |
On the basis of qualifications acquired at undergraduate level, integrates and defines sub-areas of instructional technology, at the level of expertise. |
3 |
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12 |
Applies the processes of analysis, design, development, and evaluation on the basis of knowledge of instructional technologies. |
3 |
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13 |
Uses scientific research and statistical techniques in the area of classical applications of educational technology. |
3 |
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14 |
Evaluates the current complex theoretical problems in the scope of instructional technologies with integrity by understanding their multi-dimensional causes. |
3 |
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15 |
Develops a plan related to the solutions of complex, theoretical and current problems in the field, implements the plan and evaluates the results with a scientific perspective. |
3 |
|
16 |
Takes personal responsibility in solving problems related to/in the field. |
3 |
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17 |
Communicates effectively with the students, teachers, school administrators, families and individuals in the study group . |
4 |
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18 |
Has foreign language knowledge to review the international resources in the field . |
1 |
| * 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 |
3 |
42 |
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Out of Class Study (Preliminary Work, Practice) |
14 |
5 |
70 |
| Assesment Related Works |
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Homeworks, Projects, Others |
2 |
5 |
10 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
1 |
1 |
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Final Exam |
1 |
1 |
1 |
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Total Workload: | 124 |
| Total Workload / 25 (h): | 4.96 |
| ECTS Credit: | 5 |
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