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| Course Description |
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| Course Name |
: |
Problems of Contemporary World |
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| Course Code |
: |
SB 405 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
4 |
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| Course Semester |
: |
Fall (16 Weeks) |
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| ECTS |
: |
5 |
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| Name of Lecturer(s) |
: |
Instructor ANDAÇ ÇUHADAR
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| Learning Outcomes of the Course |
: |
Identifies the problems of contemporary world.
Selects the right resources.
Uses critical thinking skills.
Finds original solutions to the problems using his/her creative thinking skills.
Prepares scientific reports of the information gathered related to the world problems and their resolutions.
Makes effective presentations in the classroom.
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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 |
: |
The generic goal of this course is to investigate problems such as natural disasters, (global warming, earthquake, tsunami etc.), environmental problems, limitations of natural sources, famine, poverty, unemployment, human rights, unplanned population growth, racism, epidemic and communicable disease, and terror, investigate different approaches and organizations which aims at solving these problems. |
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| Course Contents |
: |
The contents of this course include the global view of political, economical, ecological and social problems in the world, population, hunger, shortage, poverty, Human rights violates, racism, language,religion,, religious sect clashes, health problems, justice problems, administrative problems, economical problems, ecological problems (erosion, earthquake, floods, drought, avalanche etc.), ecological problems (traffic, noise, air, water, soil pollution, urbanization etc.). |
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
Classroom of Social Studies Education |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Intoduction to the lesson |
|
lecture |
|
2 |
presentation of selected issues |
pre-study |
Group presentation |
|
3 |
presentation of selected issues |
pre-study |
Group presentation |
|
4 |
presentation of selected issues |
pre-study |
Group presentation |
|
5 |
presentation of selected issues |
pre-study |
Group presentation |
|
6 |
presentation of selected issues |
pre-study |
Group presentation |
|
7 |
presentation of selected issues |
pre-study |
Group presentation |
|
8 |
Examination |
|
examination |
|
9 |
presentation of selected issues |
pre-study |
Group presentation |
|
10 |
presentation of selected issues |
pre-study |
Group presentation |
|
11 |
presentation of selected issues |
pre-study |
Group presentation |
|
12 |
presentation of selected issues |
pre-study |
Group presentation |
|
13 |
presentation of selected issues |
pre-study |
Group presentation |
|
14 |
presentation of selected issues |
pre-study |
Group presentation |
|
15 |
Evaluation |
none |
Discussion |
|
16/17 |
Final examination |
|
examination |
|
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Internet articles, magazines and newspapers, books up to date
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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.) |
0 |
30 |
|
Homeworks/Projects/Others |
1 |
70 |
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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. |
3 |
|
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. |
0 |
|
6 |
The graduates of Social Studies Education explain basic notions of the Social Sciences. |
0 |
|
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. |
3 |
|
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. |
3 |
|
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. |
0 |
|
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. |
0 |
|
15 |
They avoid discrimination and defend that living an honorable and human-rights convenient life is required for all humanity. |
4 |
|
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. |
5 |
|
17 |
They value self-confidence, braveness to question and power of changing. They want to study hard and take responsibility for achieving that goal. |
2 |
|
18 |
They reach information sources and evaluate their learnings in a critical attitude. |
0 |
|
19 |
They value life-long learning. |
4 |
| * 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 |
5 |
70 |
| Assesment Related Works |
|
Homeworks, Projects, Others |
1 |
10 |
10 |
|
Mid-term Exams (Written, Oral, etc.) |
0 |
0 |
0 |
|
Final Exam |
1 |
5 |
5 |
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Total Workload: | 113 |
| Total Workload / 25 (h): | 4.52 |
| ECTS Credit: | 5 |
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