Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EDUCATIONAL HISTORY | İM4212838 | Spring Semester | 2+0 | 2 | 4 |
| Course Program | Pazartesi 13:30-14:15 Pazartesi 14:30-15:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Damla SÖNMEZ |
| Name of Lecturer(s) | Assist.Prof. Damla SÖNMEZ |
| Assistant(s) | |
| Aim | With this course, students are aimed to explain the changes in the history of education from ancient times to the present in a historical context and to describe the effects of historical events on education. The objectives include explaining how education was in ancient civilizations (Ancient Egypt, Mesopotamia, Anatolia, India, China, Ancient Greece, and Rome), describing the progress of education in Eastern, Western, and Islamic societies in the Middle Ages and the Modern Age, explaining how education underwent changes during the Renaissance, Reformation, and Enlightenment movements, describing the changes in education during the Industrial Age and the Modern Period, explaining the birth of nation-states and the development processes of national education systems, and discussing post-modern society debates and how education has undergone changes. |
| Course Content | This course contains; A Conceptual Overview of the History of Education,Factors Determining Education in Prehistoric Societies,Education in the Ancient Era (Antiquity),Education Among Ancient Turks Before Islam,Education in the Middle Ages and the Early Modern Period in Eastern, Western, and Turkish-Islamic Societies,Educational Systems in Europe, Asia, and America During the Middle Ages,Education in the Modern and Contemporary Era,Classical Ottoman Educational Approach,The Modernization Period of Ottoman Education,Education in Other Islamic States from the Modern Era to the Present ,Contemporary Education Movements in the World ,The Birth and Development of Modern Education Systems in the World,Education in the Republic of Türkiye,Discussions on Postmodern Society and Education in the World. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains education in pre-modern societies before writing. | 10, 16, 9 | A, E |
| Explains education in ancient times and pre-Islamic era. | 10, 16, 9 | A, E |
| Explains education in the Middle Ages, the Renaissance, and the Modern Age. | 10, 16, 9 | A, E |
| Explains education during the Ottoman Empire period. | 10, 16, 9 | A, E |
| Explains education during the Republic of Türkiye era. | 10, 16, 9 | A, E |
| Explains education in the Modern and Postmodern eras. | 10, 16, 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 | A Conceptual Overview of the History of Education | Reading from the specified primary sources |
| 2 | Factors Determining Education in Prehistoric Societies | Reading from the specified primary sources |
| 3 | Education in the Ancient Era (Antiquity) | Reading from the specified primary sources |
| 4 | Education Among Ancient Turks Before Islam | Reading from the specified primary sources |
| 5 | Education in the Middle Ages and the Early Modern Period in Eastern, Western, and Turkish-Islamic Societies | Reading from the specified primary sources |
| 6 | Educational Systems in Europe, Asia, and America During the Middle Ages | Reading from the specified primary sources |
| 7 | Education in the Modern and Contemporary Era | Reading from the specified primary sources |
| 8 | Classical Ottoman Educational Approach | Reading from the specified primary sources |
| 9 | The Modernization Period of Ottoman Education | Reading from the specified primary sources |
| 10 | Education in Other Islamic States from the Modern Era to the Present | Reading from the specified primary sources |
| 11 | Contemporary Education Movements in the World | Reading from the specified primary sources |
| 12 | The Birth and Development of Modern Education Systems in the World | Reading from the specified primary sources |
| 13 | Education in the Republic of Türkiye | Reading from the specified primary sources |
| 14 | Discussions on Postmodern Society and Education in the World | Reading from the specified primary sources |
| Resources |
| [1] Güven, İ. Eğitim Tarihi. Pegem Akademi. (Last Edition) [2] Köçer, M., & Koçoğlu, E. Eğitim Tarihi. Pegem Akademi. (Last Edition) [3] Şişman, M. Eğitim Tarihi. Açık Öğretim Fakültesi Yayınları. (Last Edition) [4] Uygun, S. (2012). Eğitim tarihi alanında yapılmış lisansüstü tezlerin analizi. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(33), 263-282. |
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 | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 3 | 4 | 12 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 3 | 4 | 12 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 2 | 14 | |||
| General Exam | 14 | 2 | 28 | |||
| Performance Task, Maintenance Plan | 3 | 4 | 12 | |||
| Total Workload(Hour) | 106 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(106/30) | 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 |
|---|---|---|---|---|---|
| EDUCATIONAL HISTORY | İM4212838 | Spring Semester | 2+0 | 2 | 4 |
| Course Program | Pazartesi 13:30-14:15 Pazartesi 14:30-15:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Damla SÖNMEZ |
| Name of Lecturer(s) | Assist.Prof. Damla SÖNMEZ |
| Assistant(s) | |
| Aim | With this course, students are aimed to explain the changes in the history of education from ancient times to the present in a historical context and to describe the effects of historical events on education. The objectives include explaining how education was in ancient civilizations (Ancient Egypt, Mesopotamia, Anatolia, India, China, Ancient Greece, and Rome), describing the progress of education in Eastern, Western, and Islamic societies in the Middle Ages and the Modern Age, explaining how education underwent changes during the Renaissance, Reformation, and Enlightenment movements, describing the changes in education during the Industrial Age and the Modern Period, explaining the birth of nation-states and the development processes of national education systems, and discussing post-modern society debates and how education has undergone changes. |
| Course Content | This course contains; A Conceptual Overview of the History of Education,Factors Determining Education in Prehistoric Societies,Education in the Ancient Era (Antiquity),Education Among Ancient Turks Before Islam,Education in the Middle Ages and the Early Modern Period in Eastern, Western, and Turkish-Islamic Societies,Educational Systems in Europe, Asia, and America During the Middle Ages,Education in the Modern and Contemporary Era,Classical Ottoman Educational Approach,The Modernization Period of Ottoman Education,Education in Other Islamic States from the Modern Era to the Present ,Contemporary Education Movements in the World ,The Birth and Development of Modern Education Systems in the World,Education in the Republic of Türkiye,Discussions on Postmodern Society and Education in the World. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains education in pre-modern societies before writing. | 10, 16, 9 | A, E |
| Explains education in ancient times and pre-Islamic era. | 10, 16, 9 | A, E |
| Explains education in the Middle Ages, the Renaissance, and the Modern Age. | 10, 16, 9 | A, E |
| Explains education during the Ottoman Empire period. | 10, 16, 9 | A, E |
| Explains education during the Republic of Türkiye era. | 10, 16, 9 | A, E |
| Explains education in the Modern and Postmodern eras. | 10, 16, 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 | A Conceptual Overview of the History of Education | Reading from the specified primary sources |
| 2 | Factors Determining Education in Prehistoric Societies | Reading from the specified primary sources |
| 3 | Education in the Ancient Era (Antiquity) | Reading from the specified primary sources |
| 4 | Education Among Ancient Turks Before Islam | Reading from the specified primary sources |
| 5 | Education in the Middle Ages and the Early Modern Period in Eastern, Western, and Turkish-Islamic Societies | Reading from the specified primary sources |
| 6 | Educational Systems in Europe, Asia, and America During the Middle Ages | Reading from the specified primary sources |
| 7 | Education in the Modern and Contemporary Era | Reading from the specified primary sources |
| 8 | Classical Ottoman Educational Approach | Reading from the specified primary sources |
| 9 | The Modernization Period of Ottoman Education | Reading from the specified primary sources |
| 10 | Education in Other Islamic States from the Modern Era to the Present | Reading from the specified primary sources |
| 11 | Contemporary Education Movements in the World | Reading from the specified primary sources |
| 12 | The Birth and Development of Modern Education Systems in the World | Reading from the specified primary sources |
| 13 | Education in the Republic of Türkiye | Reading from the specified primary sources |
| 14 | Discussions on Postmodern Society and Education in the World | Reading from the specified primary sources |
| Resources |
| [1] Güven, İ. Eğitim Tarihi. Pegem Akademi. (Last Edition) [2] Köçer, M., & Koçoğlu, E. Eğitim Tarihi. Pegem Akademi. (Last Edition) [3] Şişman, M. Eğitim Tarihi. Açık Öğretim Fakültesi Yayınları. (Last Edition) [4] Uygun, S. (2012). Eğitim tarihi alanında yapılmış lisansüstü tezlerin analizi. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(33), 263-282. |
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 | |