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) | Assoc.Prof. Elif BAHADIR |
| 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 | 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 | 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) | Assoc.Prof. Elif BAHADIR |
| 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 | 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 | |