Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SUSTAINABLE DEVELOPMENT and EDUCATION | İM2110366 | 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) | Assist.Prof. Melisa KARAKAYA ÖZTÜRK |
| Assistant(s) | |
| Aim | UN Development Program (UNDP) and the relevant stakeholders' issues, along with their geographical thoughts and patterns, to analyze the conditions (problems) related to sustainable life with different scales (global-regional and local) and perspectives, education grasp the harmonization with processes, create awareness. |
| Course Content | This course contains; Definitions on sustainable development and connection with education,Poverty and hunger,Healthy individuals and qualified education,Gender inequality,Clean water and water resources,Accessible clean energy,Decent work and economic growth,Industry, innovation and infrastructure,Reducing inequality and equal opportunities in education,Sustainable cities and living spaces,Responsible consumption and production,Climate change,Peace and justice,Characteristics of the teaching profession. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. Have information about the definition, scope and method of comparative education. | 16, 5, 9 | A |
| 2. To realize of the European Union process and developments in international education increases. | 16, 5, 9 | A |
| 3. Compare the education system in Turkey and other countries processed. | 16, 5, 9 | A |
| 4. To analyze global education systems globally. | 10, 16, 5 | A |
| 5. To understand the relationship between education and society, the relationship between education and economy. | 10, 16, 5, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definitions on sustainable development and connection with education | |
| 2 | Poverty and hunger | |
| 3 | Healthy individuals and qualified education | |
| 4 | Gender inequality | |
| 5 | Clean water and water resources | |
| 6 | Accessible clean energy | |
| 7 | Decent work and economic growth | |
| 8 | Industry, innovation and infrastructure | |
| 9 | Reducing inequality and equal opportunities in education | |
| 10 | Sustainable cities and living spaces | |
| 11 | Responsible consumption and production | |
| 12 | Climate change | |
| 13 | Peace and justice | |
| 14 | Characteristics of the teaching profession |
| Resources |
| Baş, K. 2009. Küreselleşme ve Gelir Dağılımı Eşitsizliği. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 18 (1) , 49–70 49 Özgen, N., Bindak, R. (2017). Mekan- Cinayet Bağıntısına Küresel Bir Bakış: Bir Davranışsal Coğrafya Çalışması. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 6 (2), 1070-1087 Özgenç, N. (2015). Sürdürülebilirlik temelinde yoksulluk kavramının yeniden yorumlanması: Yoksulluk düğümü. Sosyal Politika Çalışmaları Dergisi 15 (35), 101-136 Seydioğulları, H.S. (2013). Sürdürülebilir Kalkınma için Yenilenebilir Enerji. Planlama, 23(1):19-25 İstemil, A. (2008). Türkiye’nin Çevre Yönetiminin Güçlendirilmesi ve Sürdürülebilir Kalkınmasının Sağlanmasına Yönelik OECD Tavsiyeleri. İçinde: Uluslararası Ekonomik Sorunlar. Cilt 30 Belek, İ. (1998). Sağlıkta eşitsizlik: Önlenebilir ve kabul edilemez bir politik ekonomi sorunu. Toplum ve Hekim, 13:2. BM/ UN (2016). Binyıl Kalkınma Hedefleri ve 2030 Sürdürülebilir Kalkınma Hedefleri (Der: S. N. Özbakır), İzmir Tic. Odası Yayınları |
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. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 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. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 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. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 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. | ||||||
| 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. | ||||||
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 | 14 | 2 | 28 | |||
| General Exam | 14 | 2 | 28 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 112 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(112/30) | 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 |
|---|---|---|---|---|---|
| SUSTAINABLE DEVELOPMENT and EDUCATION | İM2110366 | 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) | Assist.Prof. Melisa KARAKAYA ÖZTÜRK |
| Assistant(s) | |
| Aim | UN Development Program (UNDP) and the relevant stakeholders' issues, along with their geographical thoughts and patterns, to analyze the conditions (problems) related to sustainable life with different scales (global-regional and local) and perspectives, education grasp the harmonization with processes, create awareness. |
| Course Content | This course contains; Definitions on sustainable development and connection with education,Poverty and hunger,Healthy individuals and qualified education,Gender inequality,Clean water and water resources,Accessible clean energy,Decent work and economic growth,Industry, innovation and infrastructure,Reducing inequality and equal opportunities in education,Sustainable cities and living spaces,Responsible consumption and production,Climate change,Peace and justice,Characteristics of the teaching profession. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. Have information about the definition, scope and method of comparative education. | 16, 5, 9 | A |
| 2. To realize of the European Union process and developments in international education increases. | 16, 5, 9 | A |
| 3. Compare the education system in Turkey and other countries processed. | 16, 5, 9 | A |
| 4. To analyze global education systems globally. | 10, 16, 5 | A |
| 5. To understand the relationship between education and society, the relationship between education and economy. | 10, 16, 5, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definitions on sustainable development and connection with education | |
| 2 | Poverty and hunger | |
| 3 | Healthy individuals and qualified education | |
| 4 | Gender inequality | |
| 5 | Clean water and water resources | |
| 6 | Accessible clean energy | |
| 7 | Decent work and economic growth | |
| 8 | Industry, innovation and infrastructure | |
| 9 | Reducing inequality and equal opportunities in education | |
| 10 | Sustainable cities and living spaces | |
| 11 | Responsible consumption and production | |
| 12 | Climate change | |
| 13 | Peace and justice | |
| 14 | Characteristics of the teaching profession |
| Resources |
| Baş, K. 2009. Küreselleşme ve Gelir Dağılımı Eşitsizliği. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 18 (1) , 49–70 49 Özgen, N., Bindak, R. (2017). Mekan- Cinayet Bağıntısına Küresel Bir Bakış: Bir Davranışsal Coğrafya Çalışması. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 6 (2), 1070-1087 Özgenç, N. (2015). Sürdürülebilirlik temelinde yoksulluk kavramının yeniden yorumlanması: Yoksulluk düğümü. Sosyal Politika Çalışmaları Dergisi 15 (35), 101-136 Seydioğulları, H.S. (2013). Sürdürülebilir Kalkınma için Yenilenebilir Enerji. Planlama, 23(1):19-25 İstemil, A. (2008). Türkiye’nin Çevre Yönetiminin Güçlendirilmesi ve Sürdürülebilir Kalkınmasının Sağlanmasına Yönelik OECD Tavsiyeleri. İçinde: Uluslararası Ekonomik Sorunlar. Cilt 30 Belek, İ. (1998). Sağlıkta eşitsizlik: Önlenebilir ve kabul edilemez bir politik ekonomi sorunu. Toplum ve Hekim, 13:2. BM/ UN (2016). Binyıl Kalkınma Hedefleri ve 2030 Sürdürülebilir Kalkınma Hedefleri (Der: S. N. Özbakır), İzmir Tic. Odası Yayınları |
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. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 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. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 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. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 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. | ||||||
| 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. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |