Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| COMMUNITY SERVICES PRACTICES | İM3276440 | Spring Semester | 1+2 | 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 | Assist.Prof. Adviye Pınar KONYALIOĞLU |
| Name of Lecturer(s) | Assist.Prof. Figen BOZKUŞ |
| Assistant(s) | |
| Aim | Throughout this course, it is aimed that students design a project in cooperation with different institutions and organisations to develop social sensitivity, awareness and responsibility, implement the project and prepare and present a project report. |
| Course Content | This course contains; Introduction the course,society, community services, and social responsibility concepts social responsibility projects based on cultural and social values,defining contemporary social problems,preparing research proposals for projects,preparing research proposals for projects,project in progress and related visits ,project in progress and related visits,project in progress and related visits,project in progress and related visits,group projects presentation 1,group project presentations 2,group project presentations 3,group project presentations 4,group projects presentations 5 and evaluation. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. Evaluate the results of social responsibility projects. | 2 | E, F, I |
| 2. Design projects for the solution of current social problems. | F, H, I, L | |
| 3. Explain the concepts of community, community service practices and social responsibility. | E, F, H, I, L | |
| 4. Comprehend social responsibility projects in terms of social and cultural values. | E, F, H | |
| 5. Identify current social problems. | E, H, L | |
| 6. Participate in social responsibility projects in various institutions and organisations. | 2 | E, F, H, L |
| Teaching Methods: | 2: Project Based Learning Model |
| Assessment Methods: | E: Homework, F: Project Task, H: Performance Task, I: Portfolio Task, L: Group Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction the course | |
| 2 | society, community services, and social responsibility concepts social responsibility projects based on cultural and social values | Discussion on expectations about the course |
| 3 | defining contemporary social problems | Writing personal experiences on the subject |
| 4 | preparing research proposals for projects | review of sample projects |
| 5 | preparing research proposals for projects | Writing project plans |
| 6 | project in progress and related visits | Writing experience paper about visits |
| 7 | project in progress and related visits | Writing experience paper about visits |
| 8 | project in progress and related visits | Writing experience paper about visits |
| 9 | project in progress and related visits | Writing experience paper about visits |
| 10 | group projects presentation 1 | Project presentation preparation |
| 11 | group project presentations 2 | Project presentation preparation |
| 12 | group project presentations 3 | Project presentation preparation |
| 13 | group project presentations 4 | Project presentation preparation |
| 14 | group projects presentations 5 and evaluation | Writing a semester evaluation |
| Resources |
| Topluma hizmet uygulamaları Kuzucu, K.,Kamer, S.T. (2009) PegemA Yayıncılık Topluma hizmet uygulamaları Coşkun, H. (2011) Anı Yayıncılık |
| instructor's reading pocket |
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 | 3 | 42 | |||
| Guided Problem Solving | 4 | 1 | 4 | |||
| Resolution of Homework Problems and Submission as a Report | 12 | 1 | 12 | |||
| Term Project | 14 | 2 | 28 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 4 | 1 | 4 | |||
| 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 |
|---|---|---|---|---|---|
| COMMUNITY SERVICES PRACTICES | İM3276440 | Spring Semester | 1+2 | 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 | Assist.Prof. Adviye Pınar KONYALIOĞLU |
| Name of Lecturer(s) | Assist.Prof. Figen BOZKUŞ |
| Assistant(s) | |
| Aim | Throughout this course, it is aimed that students design a project in cooperation with different institutions and organisations to develop social sensitivity, awareness and responsibility, implement the project and prepare and present a project report. |
| Course Content | This course contains; Introduction the course,society, community services, and social responsibility concepts social responsibility projects based on cultural and social values,defining contemporary social problems,preparing research proposals for projects,preparing research proposals for projects,project in progress and related visits ,project in progress and related visits,project in progress and related visits,project in progress and related visits,group projects presentation 1,group project presentations 2,group project presentations 3,group project presentations 4,group projects presentations 5 and evaluation. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. Evaluate the results of social responsibility projects. | 2 | E, F, I |
| 2. Design projects for the solution of current social problems. | F, H, I, L | |
| 3. Explain the concepts of community, community service practices and social responsibility. | E, F, H, I, L | |
| 4. Comprehend social responsibility projects in terms of social and cultural values. | E, F, H | |
| 5. Identify current social problems. | E, H, L | |
| 6. Participate in social responsibility projects in various institutions and organisations. | 2 | E, F, H, L |
| Teaching Methods: | 2: Project Based Learning Model |
| Assessment Methods: | E: Homework, F: Project Task, H: Performance Task, I: Portfolio Task, L: Group Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction the course | |
| 2 | society, community services, and social responsibility concepts social responsibility projects based on cultural and social values | Discussion on expectations about the course |
| 3 | defining contemporary social problems | Writing personal experiences on the subject |
| 4 | preparing research proposals for projects | review of sample projects |
| 5 | preparing research proposals for projects | Writing project plans |
| 6 | project in progress and related visits | Writing experience paper about visits |
| 7 | project in progress and related visits | Writing experience paper about visits |
| 8 | project in progress and related visits | Writing experience paper about visits |
| 9 | project in progress and related visits | Writing experience paper about visits |
| 10 | group projects presentation 1 | Project presentation preparation |
| 11 | group project presentations 2 | Project presentation preparation |
| 12 | group project presentations 3 | Project presentation preparation |
| 13 | group project presentations 4 | Project presentation preparation |
| 14 | group projects presentations 5 and evaluation | Writing a semester evaluation |
| Resources |
| Topluma hizmet uygulamaları Kuzucu, K.,Kamer, S.T. (2009) PegemA Yayıncılık Topluma hizmet uygulamaları Coşkun, H. (2011) Anı Yayıncılık |
| instructor's reading pocket |
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 | |