Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EDUCATIONAL SOCILOGY | - | 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) | Lect. Burcu DABAKOĞLU |
| Assistant(s) | |
| Aim | The purpose of this course is twofold: 1) From the sociological stand point, to enable the students to think critically about social issues and problems that confront the society, providing a better understanding of reasons for social differences, including differences in social behavior, the differentials in group opportunities and outcomes and to understand ourselves better, since it examines how the social world influences the way we think, feel, and act. . 2) From the point of educational sociology, to enable the students to understand the debate on the function of education from the point of three main theories : the functionalist theory, the conflict theory, and the symbolic interactionist theory. |
| Course Content | This course contains; What is sociology? Sociological Perspective, Sociological Imagination ,The development of sociological thinking, theories and theoretical approaches, A. Comte ,Early Theorists, E. Durkheim,Early Theorists, K. Marx,Early Theorists, M. Weber,Modern Theoretical Approaches Theoretical Thinking in Sociology ,Sociological Questions Understanding Cause and Effect ,Recent sociological theory Post-modernism, ,What is educational sociology?,Definition and scope of Sociology of Education,Theories in the field of educational sociology,Three main theories represent their views: the functionalist theory, the conflict theory, and the symbolic interactionist theory. ,Three main theories represent their views: the functionalist theory, the conflict theory, and the symbolic interactionist theory. ,Three main theories represent their views: the functionalist theory, the conflict theory, and the symbolic interactionist theory. . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| To discuss the importance of the concept of education; To have theoretical knowledge about the sociology of education; To discuss the historical and contemporary issues related to the sociology of education; and to comprehend the importance of sociology of education. | 10, 16, 19, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is sociology? Sociological Perspective, Sociological Imagination | Lecture Notes |
| 2 | The development of sociological thinking, theories and theoretical approaches, A. Comte | Lecture Notes |
| 3 | Early Theorists, E. Durkheim | |
| 4 | Early Theorists, K. Marx | Lecture Notes |
| 5 | Early Theorists, M. Weber | Lecture Notes |
| 6 | Modern Theoretical Approaches Theoretical Thinking in Sociology | Lecture Notes |
| 7 | Sociological Questions Understanding Cause and Effect | Lecture Notes |
| 8 | Recent sociological theory Post-modernism, | Lecture Notes |
| 9 | What is educational sociology? | Lecture Notes |
| 10 | Definition and scope of Sociology of Education | Course Reading |
| 11 | Theories in the field of educational sociology | Course Reading |
| 12 | Three main theories represent their views: the functionalist theory, the conflict theory, and the symbolic interactionist theory. | Lecture Notes |
| 13 | Three main theories represent their views: the functionalist theory, the conflict theory, and the symbolic interactionist theory. | Lecture Notes |
| 14 | Three main theories represent their views: the functionalist theory, the conflict theory, and the symbolic interactionist theory. | Lecture Notes |
| Resources |
| Sociology Anthony Giddens |
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 | 4 | 2 | 8 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 4 | 8 | |||
| Term Project | 2 | 1 | 2 | |||
| Presentation of Project / Seminar | 2 | 4 | 8 | |||
| Quiz | 3 | 2 | 6 | |||
| Midterm Exam | 1 | 6 | 6 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 76 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(76/30) | 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 |
|---|---|---|---|---|---|
| EDUCATIONAL SOCILOGY | - | 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) | Lect. Burcu DABAKOĞLU |
| Assistant(s) | |
| Aim | The purpose of this course is twofold: 1) From the sociological stand point, to enable the students to think critically about social issues and problems that confront the society, providing a better understanding of reasons for social differences, including differences in social behavior, the differentials in group opportunities and outcomes and to understand ourselves better, since it examines how the social world influences the way we think, feel, and act. . 2) From the point of educational sociology, to enable the students to understand the debate on the function of education from the point of three main theories : the functionalist theory, the conflict theory, and the symbolic interactionist theory. |
| Course Content | This course contains; What is sociology? Sociological Perspective, Sociological Imagination ,The development of sociological thinking, theories and theoretical approaches, A. Comte ,Early Theorists, E. Durkheim,Early Theorists, K. Marx,Early Theorists, M. Weber,Modern Theoretical Approaches Theoretical Thinking in Sociology ,Sociological Questions Understanding Cause and Effect ,Recent sociological theory Post-modernism, ,What is educational sociology?,Definition and scope of Sociology of Education,Theories in the field of educational sociology,Three main theories represent their views: the functionalist theory, the conflict theory, and the symbolic interactionist theory. ,Three main theories represent their views: the functionalist theory, the conflict theory, and the symbolic interactionist theory. ,Three main theories represent their views: the functionalist theory, the conflict theory, and the symbolic interactionist theory. . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| To discuss the importance of the concept of education; To have theoretical knowledge about the sociology of education; To discuss the historical and contemporary issues related to the sociology of education; and to comprehend the importance of sociology of education. | 10, 16, 19, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is sociology? Sociological Perspective, Sociological Imagination | Lecture Notes |
| 2 | The development of sociological thinking, theories and theoretical approaches, A. Comte | Lecture Notes |
| 3 | Early Theorists, E. Durkheim | |
| 4 | Early Theorists, K. Marx | Lecture Notes |
| 5 | Early Theorists, M. Weber | Lecture Notes |
| 6 | Modern Theoretical Approaches Theoretical Thinking in Sociology | Lecture Notes |
| 7 | Sociological Questions Understanding Cause and Effect | Lecture Notes |
| 8 | Recent sociological theory Post-modernism, | Lecture Notes |
| 9 | What is educational sociology? | Lecture Notes |
| 10 | Definition and scope of Sociology of Education | Course Reading |
| 11 | Theories in the field of educational sociology | Course Reading |
| 12 | Three main theories represent their views: the functionalist theory, the conflict theory, and the symbolic interactionist theory. | Lecture Notes |
| 13 | Three main theories represent their views: the functionalist theory, the conflict theory, and the symbolic interactionist theory. | Lecture Notes |
| 14 | Three main theories represent their views: the functionalist theory, the conflict theory, and the symbolic interactionist theory. | Lecture Notes |
| Resources |
| Sociology Anthony Giddens |
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 | |