The purpose of an "Introduction to Education" course is to provide students with a foundational understanding of the field of education. This course typically serves as an entry point for individuals interested in pursuing a career in education or those who want to gain insight into the principles, theories, and practices related to the educational system.
Course Content
This course contains; What is education? The etymology of the word "education" and its implications in the theoryof teaching and learning.,Changes that have occurred in education over time, the reasons behind these changes, interpreting these reasons, and relating them to the present day.
,Discussing present-day education, how education should be in the future, and relating them within the context of current and potential future conditions.,The function of the teacher of the future in education, in light of the changing job description of the teacher.,The issue of teaching 21st-century students within the framework of principles and methods of instruction.,What are the characteristics of a 21st-century classroom?,İnsan nasıl öğrenir ve buna paralel eğitim vizyonu nasıl olmalıdır?,What is the vision of lifelong learning for a teacher, and how is it accomplished?,Visible learning and teaching concept.,Cognitive learning and Bloom's Taxonomy.,Different taxonomies. ,The skills that the person of the future should possess.,Learning to learn and teaching to learn.,To teach "critical thingking" while teaching and metacognitive.
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
Get a well-rounded understanding of education as a field of study and lay the groundwork for further exploration and specialization in education-related disciplines.
10, 16, 9
A, E, F
Discuss the current challenges and trends in education, such as educational reform, globalization, and the role of education in addressing social issues.
10, 16, 9
A, E, F
Foster critical thinking, a broad perspective on educational issues, and an appreciation for the transformative power of education in individual lives and society as a whole.
10, 16, 9
A, E, F
Explore the major educational theories and philosophies, such as behaviorism, constructivism, progressivism, and humanism, and their impact on educational practices.
10, 16, 9
A, E, F
Have an overview of psychological theories and concepts relevant to education, including theories of learning, motivation, intelligence, and cognitive development.
A: Traditional Written Exam, E: Homework, F: Project Task
Course Outline
Order
Subjects
Preliminary Work
1
What is education? The etymology of the word "education" and its implications in the theoryof teaching and learning.
Lecture Notes
2
Changes that have occurred in education over time, the reasons behind these changes, interpreting these reasons, and relating them to the present day.
Lecture Notes
3
Discussing present-day education, how education should be in the future, and relating them within the context of current and potential future conditions.
Lecture Notes
4
The function of the teacher of the future in education, in light of the changing job description of the teacher.
Lecture Notes
5
The issue of teaching 21st-century students within the framework of principles and methods of instruction.
Lecture Notes
6
What are the characteristics of a 21st-century classroom?
Lecture Notes
7
İnsan nasıl öğrenir ve buna paralel eğitim vizyonu nasıl olmalıdır?
Lecture Notes
8
What is the vision of lifelong learning for a teacher, and how is it accomplished?
Lecture Notes
9
Visible learning and teaching concept.
Lecture Notes
10
Cognitive learning and Bloom's Taxonomy.
Lecture Notes
11
Different taxonomies.
Lecture Notes
12
The skills that the person of the future should possess.
Lecture Notes
13
Learning to learn and teaching to learn.
Lecture Notes
14
To teach "critical thingking" while teaching and metacognitive
Lecture Notes
Resources
Lecture Notes
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field.
X
2
Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance.
X
3
Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory.
X
4
Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance.
X
5
When faced with a problem in the profession, he /she analyzes and solves it with scientific methods.
X
6
When faced with a problem in the profession, he/she solves it by oneself.
X
7
Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession.
X
8
Follows the developments about the profession and has the principle of lifelong learning.
X
9
Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession.
X
10
When faced with a problem, he/she formulates it in a written form or verbally.
X
11
Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings.
X
12
Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field.
X
13
Knows basic consepts in Psychological Counseling and Guidance field.
X
14
Applies basic skills in Psychological Counseling and Guidance field.
X
15
Uses psychological measurement tools in accordance with their purpose and ethical principles.
X
16
Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods.
X
Assessment Methods
Contribution Level
Absolute Evaluation
Rate of Midterm Exam to Success
50
Rate of Final Exam to Success
50
Total
100
ECTS / Workload Table
Activities
Number of
Duration(Hour)
Total Workload(Hour)
Course Hours
14
2
28
Guided Problem Solving
3
2
6
Resolution of Homework Problems and Submission as a Report
2
4
8
Term Project
2
3
6
Presentation of Project / Seminar
2
4
8
Quiz
2
2
4
Midterm Exam
1
6
6
General Exam
1
8
8
Performance Task, Maintenance Plan
1
6
6
Total Workload(Hour)
80
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(80/30)
3
ECTS of the course: 30 hours of work is counted as 1 ECTS credit.
Detail Informations of the Course
Course Description
Course
Code
Semester
T+P (Hour)
Credit
ECTS
INTRODUCTION to EDUCATION
-
Fall Semester
2+0
2
3
Course Program
Prerequisites Courses
Recommended Elective Courses
Language of Course
English
Course Level
First Cycle (Bachelor's Degree)
Course Type
Required
Course Coordinator
Assist.Prof. İlker ALTUNBAŞAK
Name of Lecturer(s)
Assist.Prof. Hasan SAVAŞ
Assistant(s)
Aim
The purpose of an "Introduction to Education" course is to provide students with a foundational understanding of the field of education. This course typically serves as an entry point for individuals interested in pursuing a career in education or those who want to gain insight into the principles, theories, and practices related to the educational system.
Course Content
This course contains; What is education? The etymology of the word "education" and its implications in the theoryof teaching and learning.,Changes that have occurred in education over time, the reasons behind these changes, interpreting these reasons, and relating them to the present day.
,Discussing present-day education, how education should be in the future, and relating them within the context of current and potential future conditions.,The function of the teacher of the future in education, in light of the changing job description of the teacher.,The issue of teaching 21st-century students within the framework of principles and methods of instruction.,What are the characteristics of a 21st-century classroom?,İnsan nasıl öğrenir ve buna paralel eğitim vizyonu nasıl olmalıdır?,What is the vision of lifelong learning for a teacher, and how is it accomplished?,Visible learning and teaching concept.,Cognitive learning and Bloom's Taxonomy.,Different taxonomies. ,The skills that the person of the future should possess.,Learning to learn and teaching to learn.,To teach "critical thingking" while teaching and metacognitive.
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
Get a well-rounded understanding of education as a field of study and lay the groundwork for further exploration and specialization in education-related disciplines.
10, 16, 9
A, E, F
Discuss the current challenges and trends in education, such as educational reform, globalization, and the role of education in addressing social issues.
10, 16, 9
A, E, F
Foster critical thinking, a broad perspective on educational issues, and an appreciation for the transformative power of education in individual lives and society as a whole.
10, 16, 9
A, E, F
Explore the major educational theories and philosophies, such as behaviorism, constructivism, progressivism, and humanism, and their impact on educational practices.
10, 16, 9
A, E, F
Have an overview of psychological theories and concepts relevant to education, including theories of learning, motivation, intelligence, and cognitive development.
A: Traditional Written Exam, E: Homework, F: Project Task
Course Outline
Order
Subjects
Preliminary Work
1
What is education? The etymology of the word "education" and its implications in the theoryof teaching and learning.
Lecture Notes
2
Changes that have occurred in education over time, the reasons behind these changes, interpreting these reasons, and relating them to the present day.
Lecture Notes
3
Discussing present-day education, how education should be in the future, and relating them within the context of current and potential future conditions.
Lecture Notes
4
The function of the teacher of the future in education, in light of the changing job description of the teacher.
Lecture Notes
5
The issue of teaching 21st-century students within the framework of principles and methods of instruction.
Lecture Notes
6
What are the characteristics of a 21st-century classroom?
Lecture Notes
7
İnsan nasıl öğrenir ve buna paralel eğitim vizyonu nasıl olmalıdır?
Lecture Notes
8
What is the vision of lifelong learning for a teacher, and how is it accomplished?
Lecture Notes
9
Visible learning and teaching concept.
Lecture Notes
10
Cognitive learning and Bloom's Taxonomy.
Lecture Notes
11
Different taxonomies.
Lecture Notes
12
The skills that the person of the future should possess.
Lecture Notes
13
Learning to learn and teaching to learn.
Lecture Notes
14
To teach "critical thingking" while teaching and metacognitive
Lecture Notes
Resources
Lecture Notes
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field.
X
2
Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance.
X
3
Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory.
X
4
Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance.
X
5
When faced with a problem in the profession, he /she analyzes and solves it with scientific methods.
X
6
When faced with a problem in the profession, he/she solves it by oneself.
X
7
Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession.
X
8
Follows the developments about the profession and has the principle of lifelong learning.
X
9
Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession.
X
10
When faced with a problem, he/she formulates it in a written form or verbally.
X
11
Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings.
X
12
Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field.
X
13
Knows basic consepts in Psychological Counseling and Guidance field.
X
14
Applies basic skills in Psychological Counseling and Guidance field.
X
15
Uses psychological measurement tools in accordance with their purpose and ethical principles.
X
16
Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods.
