Course Description |
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Course Name |
: |
Documents of Social Studies |
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Course Code |
: |
ES 102 |
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Course Type |
: |
Optional |
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Level of Course |
: |
First Cycle |
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Year of Study |
: |
1 |
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Course Semester |
: |
Spring (16 Weeks) |
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ECTS |
: |
3 |
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Name of Lecturer(s) |
: |
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Learning Outcomes of the Course |
: |
Has an idea about the harmony of the objectives of the social studies curriculum with the social studies textbooks. Knows about the social studies textbooks and democratic values.
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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 |
: |
None |
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Aim(s) of Course |
: |
The purpose of this course is to investigate the social studies textbooks used in the social studies course in terms of the objectives and the suitability of democratic values. |
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Course Contents |
: |
General overview of Social Studies textbooks
Social studies textbooks, examination of the appropriateness of the objectives of social studies curriculums
Examine the appropriateness of democratic values, social studies textbooks |
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Language of Instruction |
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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 to the course |
none |
Lecture |
|
2 |
Review of Social Studies textbooks |
none |
Discussion |
|
3 |
Review of Social Studies textbooks |
none |
Discussion |
|
4 |
Review of Social Studies Curriculum |
pre-reading |
Discussion |
|
5 |
Review of Social Studies Curriculum |
pre-reading |
Discussion |
|
6 |
Discuss of the Social Studies Curriculum |
pre-reading |
Discussion |
|
7 |
Curriculum and lesson books |
pre-reading |
Discussion |
|
8 |
Examination |
|
examination |
|
9 |
Curriculum and lesson books |
pre-reading |
Discussion |
|
10 |
Lesson boks and democratic values |
pre-reading |
Discussion |
|
11 |
Lesson books and democratic values |
pre-reading |
Discussion |
|
12 |
Lesson books and discrimination |
pre-reading |
Discussion |
|
13 |
Lesson books and discrimination |
pre-reading |
Discussion |
|
14 |
General evaluation |
none |
Evaluation |
|
15 |
General evaluation |
none |
|
|
16/17 |
Final exam |
|
exam |
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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. |
0 |
|
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. |
2 |
|
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. |
1 |
|
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. |
3 |
|
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. |
3 |
|
13 |
They recognize scientific basis of education. |
3 |
|
14 |
They evaluate themselves in terms of their own professional qualifications. |
0 |
|
15 |
They avoid discrimination and defend that living an honorable and human-rights convenient life is required for all humanity. |
5 |
|
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. |
0 |
|
18 |
They reach information sources and evaluate their learnings in a critical attitude. |
4 |
|
19 |
They value life-long learning. |
2 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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