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| Course Description |
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| Course Name |
: |
Teaching Life Studies |
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| Course Code |
: |
S 305 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
3 |
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| Course Semester |
: |
Fall (16 Weeks) |
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| ECTS |
: |
4 |
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| Name of Lecturer(s) |
: |
Instructor ŞENGÜL DOĞANAY
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| Learning Outcomes of the Course |
: |
Explains what is lıfe studıes
Explains the progress of life studıes in our country
Realizes curriculum of life studies
Explains the effects of using multiple inteligence theory in life studies
Explains the effect of knowing learning style of students to learning
Explains the methods used in life studies course
Knows concept teaching models used in life studies
Determines measurement tools to specify learning in life studies
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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 |
: |
To gain required knwledge, skills and attitudes to be able to implement effectively life studies curriculum |
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| Course Contents |
: |
Content of this course consists of subjects such as meaning of life studies, life studies curriculum, teaching stratgies, methods and techniques for life studies and measurement and evaluation |
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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 |
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1 |
Introduction to life studies: What is life studies? Definition and rationale |
Reading textbook page 4-17 |
Lecture, questioning, discussion |
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2 |
What is life studies? Definition and rationale |
Reading textbook page 4-17 |
Lecture, questioning, discussion |
|
3 |
Interdisciplinary teaching concept and life studies. Historical development of life studies |
Reading textbook page 4-17 |
Lecture, questioning, discussion |
|
4 |
Examination of life studies curriculum |
Reading textbook page 21-47 |
Lecture, questioning, discussion |
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5 |
Constructivist approach |
Reading textbook page 49-66 |
Lecture, questioning, discussion |
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6 |
Constructivist approach |
Reading textbook page 49-66 |
Lecture, questioning, discussion |
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7 |
Teaching strategies, methods and techniques |
Reading textbook page 73-113 |
Lecture, questioning, discussion |
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8 |
midterm |
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|
9 |
Teaching strategies, methods and techniques |
Reading textbook page 73-113 |
Lecture, questioning, discussion |
|
10 |
Teaching strategies, methods and techniques |
Reading textbook page 73-113 |
Lecture, questioning, discussion |
|
11 |
Using multiple inteligences and learning styles in life studies teaching |
Reading textbook page |
Lecture, questioning, discussion |
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12 |
Teaching concepts in life studies |
Reading textbook page 303-328 |
Lecture, questioning, discussion |
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13 |
Teaching values in life studies |
Reading textbook page 335-365 |
Lecture, questioning, discussion |
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14 |
Measurement and evaluation in life studies |
Reading textbook page 141-170 |
Lecture, questioning, discussion |
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15 |
Final exam |
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|
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16/17 |
Final exam |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Editör: Tay, B. (2009). Hayat bilgisi öğretimi, Maya akademi
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| Required Course Material(s) |
Editör: Öğülmüş, S. (2009). İlköğretim hayat bilgisi öğretimi ve öğretmen el kitabı. Pegem Akademi.
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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 |
3 |
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 |
Explains the concepts and principles related to the subject areas of Primary Education (Mathematics, Turkish, Science and Technology, Life Science, Social Studies, Visual Arts, Music, Physical Education, etc.). |
0 |
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2 |
Evaluates the characteristics of 1st-5th year primary school students’ development along with their role in learning. |
0 |
|
3 |
Evaluates the significant people, events and phenomena in the historical process in terms of their effect on educational applications. |
0 |
|
4 |
Utilizes the process of generating scientific knowledge in order to solve the problems which are encountered in Primary School Education. |
0 |
|
5 |
Uses not only the 1st- 5th grades primary education programs (Turkish, Mathematics, Science and Technology, Social Science, Natural Science, Physical Education, Music, Visual Arts, etc.) but also the specific teaching strategies, methods and techniques of these programs. |
5 |
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6 |
Makes a critique of art products in the light of information regarding art and describes their qualities. |
0 |
|
7 |
Utilizes appropriate methods and techniques for the development of students´ such high-order thinking skills as critical, creative as well as problem solving. |
4 |
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8 |
Plans, implements and evaluates the process of teaching and learning by taking the characteristics of students´ development, individual differences as well as the properties of the subject area into account |
4 |
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9 |
Evaluates students´ learning process by means of different methods and techniques of evaluation and assessment. |
5 |
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10 |
Generates appropriate learning materials in order to create effective teaching and learning processes, and uses information and communication technologies effectively during this process. |
0 |
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11 |
Takes responsibility both individually and within groups to solve problems encountered during the applications in primary education |
0 |
|
12 |
Monitors their performance and attempts to improve their professional knowledge and skills. |
0 |
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13 |
Evaluates the information she/he gains in a critical way by acquiring autonomous learning skills |
0 |
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14 |
Exchanges his/her ideas and solutions related to the field of teaching in a written or oral way effectively |
0 |
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15 |
Establishes effective communication with their students, colleagues, school management and families, and develops strategies to ensure families´ participation and support. |
0 |
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16 |
Within the scope of the education system and school management, utilizes general objectives and basic principles of education in the application. |
0 |
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17 |
Develops projects and activities in order to make the social environment livable. |
0 |
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18 |
Makes self-assessment / personal opinion through observing the artistic and scientific activities as well as following the current national and international events. |
0 |
| * 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) |
10 |
4 |
40 |
| Assesment Related Works |
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Homeworks, Projects, Others |
3 |
5 |
15 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
5 |
5 |
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Final Exam |
1 |
10 |
10 |
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Total Workload: | 112 |
| Total Workload / 25 (h): | 4.48 |
| ECTS Credit: | 4 |
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