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) | Lect. Tayyar TEPE |
| 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 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching. It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching. It compares the theories in its field and lists the strengths and weaknesses of each theory verbally. | X | |||||
| 2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | X | |||||
| 3 | A problem he faces professionally, he analyzes and solves it based on scientific methods. He solves a problem he faces professionally on his own. It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not. | X | |||||
| 4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | X | |||||
| 5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary. When he encounters a problem, he formulates it in writing or verbally. He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment. He speaks at least B1 level English to monitor international professional developments. | X | |||||
| 6 | He knows the basic concepts of his profession. Applies basic skills related to his profession. It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles. In a professional subject, it conducts research by choosing the appropriate research method. | 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 | 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) | Lect. Tayyar TEPE |
| 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 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching. It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching. It compares the theories in its field and lists the strengths and weaknesses of each theory verbally. | X | |||||
| 2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | X | |||||
| 3 | A problem he faces professionally, he analyzes and solves it based on scientific methods. He solves a problem he faces professionally on his own. It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not. | X | |||||
| 4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | X | |||||
| 5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary. When he encounters a problem, he formulates it in writing or verbally. He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment. He speaks at least B1 level English to monitor international professional developments. | X | |||||
| 6 | He knows the basic concepts of his profession. Applies basic skills related to his profession. It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles. In a professional subject, it conducts research by choosing the appropriate research method. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |