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| Course Description |
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| Course Name |
: |
Curriculum Development |
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| Course Code |
: |
SBG203 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
2 |
|
| Course Semester |
: |
Fall (16 Weeks) |
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| ECTS |
: |
3 |
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| Name of Lecturer(s) |
: |
Instructor ABDULLAH BALCIOĞULLARI
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| Learning Outcomes of the Course |
: |
Explains the basic conceptions of curriculum development.
Grasps the designs and models used in the curriculum development.
Comprehends the processes and the planning of the curriculum development.
Knows the components of the curriculum.
Evaluates the criteria used in the curriculum
Analyzes and comprehends the new curricula used in Turkey.
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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 |
: |
Making students to know the theoretical foundations of curriculum development, to comprehend curriculum design and models, to know curriculum development process, to make use of the new developments approaches in education. |
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| Course Contents |
: |
Basic concepts, theoretical foundations of curriculum development (historical, philosophical, psychological, and social foundations), curriculum design and models, social studies curriculum developmental process (planning, design, testing - assessment, continuity of the program), social information about programs orientations (active learning, multiple intelligences, cooperative learning, lifelong learning, constructivism, creative thinking, |
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
Social Studies Classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Introducing the semester program.
Basic Conceptions related to the curriculum development. |
Examination of Social Studies Curriculum |
Lecture, question and answer, discussion |
|
2 |
Foundations of Curriculum Development |
Examination of the Republican era of innovation in the field of education |
Lecture, question and answer, discussion |
|
3 |
Designing of a Curriculum |
Examination of the training program |
Lecture, question and answer, discussion |
|
4 |
Curriculum Models
|
Program models used in Europe and America |
Lecture, question and answer, discussion |
|
5 |
Planning Curriculum Development |
Reading a book chapter |
Lecture, question and answer, discussion |
|
6 |
Processes of Curriculum Development
|
None |
Lecture, question and answer, discussion |
|
7 |
Various kinds of Curricula
|
Elementary Social Studies textbooks |
Lecture, question and answer, discussion and project |
|
8 |
mid-term exam |
Topics covered during the semesters |
Opened mind question |
|
9 |
Taxonomy of Educational Objectives
|
Examination of the objectives of the Social Studies course |
Lecture, question and answer, discussion and project |
|
10 |
Planning Scope and Approaches to Planning Scope
|
Social studies examining the contents |
Lecture, question and answer, discussion |
|
11 |
Teaching and Learning Processes
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analyze the process of teaching and learning in primary education institutions |
Lecture, question and answer, discussion |
|
12 |
Essessment and Measurement Processes
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Determination of measurement and evaluation methods used in schools |
Lecture, question and answer, discussion |
|
13 |
Approaches to Curriculum Evaluation
|
Examination of the training program |
Lecture, question and answer, discussion |
|
14 |
New Trends in Curriculum Development and Examining New Curriculum in Turkey |
Examination of past curriculum |
Lecture, question and answer, discussion |
|
15 |
Overall rating |
Studies reporting |
Lecture, question and answer, discussion |
|
16/17 |
Final Exam |
Topics covered during the semesters |
Opened mind question |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Kıroğlu, Kasım. (2007). İlköğretim Programları, Ankara: Pegem A Yayıncılık.
Fidan, Nurettin. (1985), Okulda Öğrenme ve Öğretme, Ankara.
Ertürk, Selahattin. (1994), Eğitimde Program Geliştirme, Ankara: Meteksan
Demirel, Özcan. (2007), Program Geliştirme, Ankara: Pegem A Yayıncılık
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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 |
50 |
|
Homeworks/Projects/Others |
1 |
50 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
| |
|
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 |
They use the methods to enrich empathy, critical and creative thinking, effective decision making compatible with humanistic values and problem solving skills. |
4 |
|
2 |
They plan teaching-learning process noting students´ individual differences and the characteristics of the subject focus. |
5 |
|
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. |
0 |
|
5 |
They explain information production methods of Social Sciences. |
0 |
|
6 |
The graduates of Social Studies Education explain basic notions of the Social Sciences. |
2 |
|
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. |
0 |
|
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. |
0 |
|
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. |
4 |
|
12 |
They communicate with their students and social environment in different cultures, they defend the fact that problems can be solved peacefully. |
0 |
|
13 |
They recognize scientific basis of education. |
0 |
|
14 |
They evaluate themselves in terms of their own professional qualifications. |
5 |
|
15 |
They avoid discrimination and defend that living an honorable and human-rights convenient life is required for all humanity. |
2 |
|
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 |
|
17 |
They value self-confidence, braveness to question and power of changing. They want to study hard and take responsibility for achieving that goal. |
3 |
|
18 |
They reach information sources and evaluate their learnings in a critical attitude. |
4 |
|
19 |
They value life-long learning. |
3 |
| * 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 |
2 |
28 |
| Assesment Related Works |
|
Homeworks, Projects, Others |
1 |
5 |
5 |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
10 |
10 |
|
Final Exam |
1 |
10 |
10 |
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Total Workload: | 81 |
| Total Workload / 25 (h): | 3.24 |
| ECTS Credit: | 3 |
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