Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EDUCATION SOCIOLOGY | ELT1114943 | Fall Semester | 2+0 | 2 | 5 |
| 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. . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Analyze how education and society are interconnected and how societal structures and dynamics impact educational systems. | 10, 16, 19, 9 | A, E |
| Explore the ways in which social institutions, cultural values, and economic factors shape educational policies, practices, and outcomes. | 10, 19, 9 | A, E |
| Investigate the role of education in perpetuating or challenging social inequalities. | 10, 19, 9 | A, E |
| Analyze the organizational dynamics, power structures, and decision-making processes within educational institutions. | 10, 19, 9 | A, E |
| Explain how educational policies are formulated, implemented, and their societal implications. | 10, 19, 9 | A, E |
| Explore the social aspects of teaching and learning. | 10, 19, 9 | A, E |
| Develop an awareness of social issues in education and explore ways to contribute to positive social change. | 10, 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 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | ||||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | ||||||
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 | 1 | 7 | 7 | |||
| Term Project | 14 | 4 | 56 | |||
| Presentation of Project / Seminar | 2 | 4 | 8 | |||
| Quiz | 3 | 2 | 6 | |||
| Midterm Exam | 1 | 8 | 8 | |||
| General Exam | 1 | 12 | 12 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 153 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(153/30) | 5 | |||||
| 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 |
|---|---|---|---|---|---|
| EDUCATION SOCIOLOGY | ELT1114943 | Fall Semester | 2+0 | 2 | 5 |
| 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. . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Analyze how education and society are interconnected and how societal structures and dynamics impact educational systems. | 10, 16, 19, 9 | A, E |
| Explore the ways in which social institutions, cultural values, and economic factors shape educational policies, practices, and outcomes. | 10, 19, 9 | A, E |
| Investigate the role of education in perpetuating or challenging social inequalities. | 10, 19, 9 | A, E |
| Analyze the organizational dynamics, power structures, and decision-making processes within educational institutions. | 10, 19, 9 | A, E |
| Explain how educational policies are formulated, implemented, and their societal implications. | 10, 19, 9 | A, E |
| Explore the social aspects of teaching and learning. | 10, 19, 9 | A, E |
| Develop an awareness of social issues in education and explore ways to contribute to positive social change. | 10, 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 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | ||||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |