Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CURRICULUM DEVELOPMENT in EDUCATION | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Faika Yelda ACARBAY |
| Name of Lecturer(s) | Lect. Nagehan UZUN |
| Assistant(s) | |
| Aim | The aim of this course is to develop the teacher candidate's program literacy and to organize the education program according to new approaches and trends in program development in the world and Turkey. |
| Course Content | This course contains; Basic concepts and processes in curriculum development,Basic concepts and processes in curriculum development,Philosophical movements affecting education,The theories of the educational philosophy ,Program development and program development process in education,Fundamentals of curriculum development in education,Program design approaches,Curriculum development models,The elements of the program design,Target, content, educational status and asssessment status,Evaluation and development of the program,Planning the program process,Issues to be considered while preparing the program,Characteristics of teaching profession. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| With this course, students will be able to associate new approaches and orientations to curriculum development in education in Turkey and in the world by knowing the characteristics of curriculum development. | 10, 16, 9 | A, E |
| Expresses the philosophical, social, historical, psychological and economic foundations of the curriculum in his own words. | 10, 16, 9 | A, E |
| Explains the basic elements of the program. | 10, 16, 9 | A, E |
| Analyzes the curricula of the Ministry of National Education and new trends in the world in their applications in line with their professional duties and responsibilities. | 10, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts and processes in curriculum development | Discussions on expectations from the course |
| 2 | Basic concepts and processes in curriculum development | Reading articles on curriculum development in education |
| 3 | Philosophical movements affecting education | Studying philosophical movements affecting education |
| 4 | The theories of the educational philosophy | Studying educational philosophy movements |
| 5 | Program development and program development process in education | Readings about the educational curriculum development process |
| 6 | Fundamentals of curriculum development in education | Reading curriculum development theories in education |
| 7 | Program design approaches | Reviewing program design approaches |
| 8 | Curriculum development models | Reviewing curiculum development models |
| 9 | The elements of the program design | Readings about program design |
| 10 | Target, content, educational status and asssessment status | Large group discussion on objectives, content, training situations and testing situations in training programs |
| 11 | Evaluation and development of the program | Reviewing different educational curriculums |
| 12 | Planning the program process | group work for designing curriculum |
| 13 | Issues to be considered while preparing the program | Group work for designing curriculum |
| 14 | Characteristics of teaching profession | Writing report about curriculum design |
| Resources |
| Demirel, Ö. (2008). Program Development in Education, Pegem Academy Publications Ertürk, S. (1982). Program Development in Education, Yelkentepe Publications. Sönmez, V. (2007). Program Development Teacher's Handbook, Anı Publishing. Tutkun, Ö. F. (2010). Philosophical dimensions of curriculum in the 21st century. Journal of Gazi Faculty of Education. Yüksel, İ. and Sağlam, M. (2012). Program Evaluation in Education. Ankara. Pegem Akademi Publishing. Oral, B. and Yazar, T.( 2017). (Editors). Program Development and Evaluation in Education, Pegem Akademi. |
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. | 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. | ||||||
| 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. | 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. | ||||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | ||||||
| 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. | X | |||||
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 | 14 | 2 | 28 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 16 | 2 | 32 | |||
| General Exam | 16 | 2 | 32 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 120 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(120/30) | 4 | |||||
| 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 |
|---|---|---|---|---|---|
| CURRICULUM DEVELOPMENT in EDUCATION | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Faika Yelda ACARBAY |
| Name of Lecturer(s) | Lect. Nagehan UZUN |
| Assistant(s) | |
| Aim | The aim of this course is to develop the teacher candidate's program literacy and to organize the education program according to new approaches and trends in program development in the world and Turkey. |
| Course Content | This course contains; Basic concepts and processes in curriculum development,Basic concepts and processes in curriculum development,Philosophical movements affecting education,The theories of the educational philosophy ,Program development and program development process in education,Fundamentals of curriculum development in education,Program design approaches,Curriculum development models,The elements of the program design,Target, content, educational status and asssessment status,Evaluation and development of the program,Planning the program process,Issues to be considered while preparing the program,Characteristics of teaching profession. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| With this course, students will be able to associate new approaches and orientations to curriculum development in education in Turkey and in the world by knowing the characteristics of curriculum development. | 10, 16, 9 | A, E |
| Expresses the philosophical, social, historical, psychological and economic foundations of the curriculum in his own words. | 10, 16, 9 | A, E |
| Explains the basic elements of the program. | 10, 16, 9 | A, E |
| Analyzes the curricula of the Ministry of National Education and new trends in the world in their applications in line with their professional duties and responsibilities. | 10, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts and processes in curriculum development | Discussions on expectations from the course |
| 2 | Basic concepts and processes in curriculum development | Reading articles on curriculum development in education |
| 3 | Philosophical movements affecting education | Studying philosophical movements affecting education |
| 4 | The theories of the educational philosophy | Studying educational philosophy movements |
| 5 | Program development and program development process in education | Readings about the educational curriculum development process |
| 6 | Fundamentals of curriculum development in education | Reading curriculum development theories in education |
| 7 | Program design approaches | Reviewing program design approaches |
| 8 | Curriculum development models | Reviewing curiculum development models |
| 9 | The elements of the program design | Readings about program design |
| 10 | Target, content, educational status and asssessment status | Large group discussion on objectives, content, training situations and testing situations in training programs |
| 11 | Evaluation and development of the program | Reviewing different educational curriculums |
| 12 | Planning the program process | group work for designing curriculum |
| 13 | Issues to be considered while preparing the program | Group work for designing curriculum |
| 14 | Characteristics of teaching profession | Writing report about curriculum design |
| Resources |
| Demirel, Ö. (2008). Program Development in Education, Pegem Academy Publications Ertürk, S. (1982). Program Development in Education, Yelkentepe Publications. Sönmez, V. (2007). Program Development Teacher's Handbook, Anı Publishing. Tutkun, Ö. F. (2010). Philosophical dimensions of curriculum in the 21st century. Journal of Gazi Faculty of Education. Yüksel, İ. and Sağlam, M. (2012). Program Evaluation in Education. Ankara. Pegem Akademi Publishing. Oral, B. and Yazar, T.( 2017). (Editors). Program Development and Evaluation in Education, Pegem Akademi. |
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. | 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. | ||||||
| 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. | 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. | ||||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | ||||||
| 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. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |