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) | Assist.Prof. İlker ALTUNBAŞAK |
| 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 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | ||||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | 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 | 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) | Assist.Prof. İlker ALTUNBAŞAK |
| 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 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | ||||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |