Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EDUCATIONAL HISTORY | İM4212838 | Spring 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. 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. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains education in pre-modern societies before writing. | 5, 9 | C, E, L |
| Explains education in ancient times and pre-Islamic era. | 5, 9 | C, E, L |
| Explains education in the Middle Ages, the Renaissance, and the Modern Age. | 5, 9 | C, E, L |
| Explains education during the Ottoman Empire period. | 5, 9 | C, E, L |
| Explains education during the Republic of Türkiye era. | 5, 9 | C, E, L |
| Explains education in the Modern and Postmodern eras. | 5, 9 | C, E, L |
| Teaching Methods: | 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework, L: Group Assessment Technique |
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 compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | X | |||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | X | |||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | X | |||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | X | |||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | X | |||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | X | |||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | X | |||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | X | |||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | X | |||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | X | |||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | X | |||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | X | |||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | X | |||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | X | |||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | 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 |
| 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. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains education in pre-modern societies before writing. | 5, 9 | C, E, L |
| Explains education in ancient times and pre-Islamic era. | 5, 9 | C, E, L |
| Explains education in the Middle Ages, the Renaissance, and the Modern Age. | 5, 9 | C, E, L |
| Explains education during the Ottoman Empire period. | 5, 9 | C, E, L |
| Explains education during the Republic of Türkiye era. | 5, 9 | C, E, L |
| Explains education in the Modern and Postmodern eras. | 5, 9 | C, E, L |
| Teaching Methods: | 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework, L: Group Assessment Technique |
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 compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | X | |||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | X | |||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | X | |||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | X | |||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | X | |||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | X | |||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | X | |||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | X | |||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | X | |||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | X | |||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | X | |||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | X | |||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | X | |||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | X | |||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |