Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SOCIOLOGY of EDUCATION | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Ülkü TOSUN |
| Name of Lecturer(s) | Assist.Prof. İlker ALTUNBAŞAK |
| Assistant(s) | |
| Aim | The aim of the course is to learn theories and concepts within the framework of sociology and educational sociology and to discuss the place of education in the formation of social norms. |
| Course Content | This course contains; What is sociology and what are the relations with other sciences?,Founders of Sociology: Comte, Durkheim, Marx, Weber,Sociological theories,Ancient social structure and the effect of philosophy on institutions: Socrates, Plato, Aristotle, Sophists,Medieval social structure, comparison of Eastern and Western institutions, the effect of philosophy; Aquinas, Bacon, Farabi, Ibni Sina,Renaissance period; philosophy, art politics and educational institutions,Modernism, globalization, change in the philosophy of education,Traditional and modern theories of education: Marx and Comte and J.J. Rousseau's philosophy of education and its effects,The role and importance of education in society, social values, norms, organizations and social structure,Definition and scope of Sociology of Education,Theories in the field of educational sociology,Definition and scope of Sociology of Education (discussion),Importance of media and education in information society; media ethics and other professional ethics,Social values, norms, organizations and creating a sense of social responsibility importance of education. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. explain basic concepts of related to education. | 10, 16, 17, 18, 19, 23, 9 | A, E |
| 1.1. express the steps of formal education. | 10, 16, 19, 21, 9 | |
| 1.2. discuss the role and importance of informal education. | 10, 16, 19 | |
| 2. interpret the relationship between education and science. | 10, 16, 9 | |
| 2.2. explain scientific areas related to education. | 10, 16 | |
| 2.3. associate education with scientific areas such as philosophy, sociology, psychology. | 13, 19, 20, 9 | |
| 4.3. discuss developments in teacher education. | 10, 16, 19 |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 17: Experimental Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 21: Simulation Technique, 23: Concept Map Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is sociology and what are the relations with other sciences? | Don't need pre-preparation |
| 2 | Founders of Sociology: Comte, Durkheim, Marx, Weber | Don't need pre-preparation |
| 3 | Sociological theories | Don't need pre-preparation |
| 4 | Ancient social structure and the effect of philosophy on institutions: Socrates, Plato, Aristotle, Sophists | Don't need pre-preparation |
| 5 | Medieval social structure, comparison of Eastern and Western institutions, the effect of philosophy; Aquinas, Bacon, Farabi, Ibni Sina | Don't need pre-preparation |
| 6 | Renaissance period; philosophy, art politics and educational institutions | Don't need pre-preparation |
| 7 | Modernism, globalization, change in the philosophy of education | Don't need pre-preparation |
| 8 | Traditional and modern theories of education: Marx and Comte and J.J. Rousseau's philosophy of education and its effects | Don't need pre-preparation |
| 9 | The role and importance of education in society, social values, norms, organizations and social structure | Don't need pre-preparation |
| 10 | Definition and scope of Sociology of Education | Don't need pre-preparation |
| 11 | Theories in the field of educational sociology | Don't need pre-preparation |
| 12 | Definition and scope of Sociology of Education (discussion) | Don't need pre-preparation |
| 13 | Importance of media and education in information society; media ethics and other professional ethics | Don't need pre-preparation |
| 14 | Social values, norms, organizations and creating a sense of social responsibility importance of education | Don't need pre-preparation |
| Resources |
| Nobel Akademik Yayıncılık, Eğitim Sosyolojisi, Mehmet Devrim TOPSES ISBN978-605-133-176-8 E-ISBN978-625-402-129-9 |
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. | ||||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | ||||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | ||||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 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. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 7 | 1 | 7 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 2 | 28 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 1 | 7 | |||
| General Exam | 14 | 1 | 14 | |||
| Performance Task, Maintenance Plan | 6 | 1 | 6 | |||
| Total Workload(Hour) | 90 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(90/30) | 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 |
|---|---|---|---|---|---|
| SOCIOLOGY of EDUCATION | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Ülkü TOSUN |
| Name of Lecturer(s) | Assist.Prof. İlker ALTUNBAŞAK |
| Assistant(s) | |
| Aim | The aim of the course is to learn theories and concepts within the framework of sociology and educational sociology and to discuss the place of education in the formation of social norms. |
| Course Content | This course contains; What is sociology and what are the relations with other sciences?,Founders of Sociology: Comte, Durkheim, Marx, Weber,Sociological theories,Ancient social structure and the effect of philosophy on institutions: Socrates, Plato, Aristotle, Sophists,Medieval social structure, comparison of Eastern and Western institutions, the effect of philosophy; Aquinas, Bacon, Farabi, Ibni Sina,Renaissance period; philosophy, art politics and educational institutions,Modernism, globalization, change in the philosophy of education,Traditional and modern theories of education: Marx and Comte and J.J. Rousseau's philosophy of education and its effects,The role and importance of education in society, social values, norms, organizations and social structure,Definition and scope of Sociology of Education,Theories in the field of educational sociology,Definition and scope of Sociology of Education (discussion),Importance of media and education in information society; media ethics and other professional ethics,Social values, norms, organizations and creating a sense of social responsibility importance of education. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. explain basic concepts of related to education. | 10, 16, 17, 18, 19, 23, 9 | A, E |
| 1.1. express the steps of formal education. | 10, 16, 19, 21, 9 | |
| 1.2. discuss the role and importance of informal education. | 10, 16, 19 | |
| 2. interpret the relationship between education and science. | 10, 16, 9 | |
| 2.2. explain scientific areas related to education. | 10, 16 | |
| 2.3. associate education with scientific areas such as philosophy, sociology, psychology. | 13, 19, 20, 9 | |
| 4.3. discuss developments in teacher education. | 10, 16, 19 |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 17: Experimental Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 21: Simulation Technique, 23: Concept Map Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is sociology and what are the relations with other sciences? | Don't need pre-preparation |
| 2 | Founders of Sociology: Comte, Durkheim, Marx, Weber | Don't need pre-preparation |
| 3 | Sociological theories | Don't need pre-preparation |
| 4 | Ancient social structure and the effect of philosophy on institutions: Socrates, Plato, Aristotle, Sophists | Don't need pre-preparation |
| 5 | Medieval social structure, comparison of Eastern and Western institutions, the effect of philosophy; Aquinas, Bacon, Farabi, Ibni Sina | Don't need pre-preparation |
| 6 | Renaissance period; philosophy, art politics and educational institutions | Don't need pre-preparation |
| 7 | Modernism, globalization, change in the philosophy of education | Don't need pre-preparation |
| 8 | Traditional and modern theories of education: Marx and Comte and J.J. Rousseau's philosophy of education and its effects | Don't need pre-preparation |
| 9 | The role and importance of education in society, social values, norms, organizations and social structure | Don't need pre-preparation |
| 10 | Definition and scope of Sociology of Education | Don't need pre-preparation |
| 11 | Theories in the field of educational sociology | Don't need pre-preparation |
| 12 | Definition and scope of Sociology of Education (discussion) | Don't need pre-preparation |
| 13 | Importance of media and education in information society; media ethics and other professional ethics | Don't need pre-preparation |
| 14 | Social values, norms, organizations and creating a sense of social responsibility importance of education | Don't need pre-preparation |
| Resources |
| Nobel Akademik Yayıncılık, Eğitim Sosyolojisi, Mehmet Devrim TOPSES ISBN978-605-133-176-8 E-ISBN978-625-402-129-9 |
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. | ||||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | ||||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | ||||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 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. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |