Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| STATISTICS | İM3112038 | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Closed |
| Course Coordinator | Assist.Prof. Esra YEMENLİ |
| Name of Lecturer(s) | |
| Assistant(s) | Res. assist. Nisa GÖKÇE |
| Aim | It is aimed to define and compare to make various analyzes and calculations by the student basic statistical concepts such as Sampling, editing and analysis of data; sampling distribution and estimation; the concept of a range of trusts; range estimate for the difference of two audience averages, range estimate for the ratio of two audience variances, range estimate for binomial parameter p; hypothesis tests, correlation and regression. |
| Course Content | This course contains; Fundamental concepts ,Organizing and analyzing data,Examining measurement ve scales,Measures of central tendency,Examining frequency distributions and graphs,Measures of central dispersion,The sampling distributions,The sampling distributions,Binomial distribution ,The confidence interval estimation,The confidence interval estimation,Examining the hypothesis testing,Examining the correlation and regression analysis,Examining the correlation and regression analysis. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Calculates exponency statistics | 12, 16, 6, 9 | C |
| Interprets the visual statistics in scientific research. | 10, 16, 6 | C |
| Applies central tendency measures. | 10, 12, 16, 6, 9 | C |
| Defines data obtained in a variety of topics. | 10, 16, 6, 9 | C |
| Applies central distribution measures. | 10, 12, 16, 6, 9 | C |
| Calculates inferential statistics. | 12, 16, 6, 9 | C |
| Applies correlation and regression analyses. | 10, 12, 16, 6, 9 | C |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Fundamental concepts | Related resources |
| 2 | Organizing and analyzing data | Related resources |
| 3 | Examining measurement ve scales | Related resources |
| 4 | Measures of central tendency | Related resources |
| 5 | Examining frequency distributions and graphs | Related resources |
| 6 | Measures of central dispersion | Related resources |
| 7 | The sampling distributions | Related resources |
| 8 | The sampling distributions | Related resources |
| 9 | Binomial distribution | Related resources |
| 10 | The confidence interval estimation | Related resources |
| 11 | The confidence interval estimation | Related resources |
| 12 | Examining the hypothesis testing | Related resources |
| 13 | Examining the correlation and regression analysis | Related resources |
| 14 | Examining the correlation and regression analysis | Related resources |
| Resources |
| 1. Olasılık ve İstatistik (20. Baskı), Prof. Dr. Fikri Akdeniz (2016) Akademisyen Kitabevi, Ankara ISBN: 978-605-9942-62-1 2. Herkes İçin TEMEL İSTATİSTİK YÖNTEMLERİ ve Uygulamaları, Prof. Dr. Adnan Mazmanoğlu (2016) Nobel Akademik Yayıncılık, Ankara. 3. İstatistik, Tuncer Özdil-Adil Oguzhan-Metin Çakıcı, (2020) 4. Baskı, Ekin Yayınevi Bursa. |
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 | 1 | 2 | 2 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 2 | 2 | |||
| Term Project | 0 | 0 | 0 | |||
| 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 | 0 | 0 | 0 | |||
| Total Workload(Hour) | 4 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(4/30) | 0 | |||||
| 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 |
|---|---|---|---|---|---|
| STATISTICS | İM3112038 | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Closed |
| Course Coordinator | Assist.Prof. Esra YEMENLİ |
| Name of Lecturer(s) | |
| Assistant(s) | Res. assist. Nisa GÖKÇE |
| Aim | It is aimed to define and compare to make various analyzes and calculations by the student basic statistical concepts such as Sampling, editing and analysis of data; sampling distribution and estimation; the concept of a range of trusts; range estimate for the difference of two audience averages, range estimate for the ratio of two audience variances, range estimate for binomial parameter p; hypothesis tests, correlation and regression. |
| Course Content | This course contains; Fundamental concepts ,Organizing and analyzing data,Examining measurement ve scales,Measures of central tendency,Examining frequency distributions and graphs,Measures of central dispersion,The sampling distributions,The sampling distributions,Binomial distribution ,The confidence interval estimation,The confidence interval estimation,Examining the hypothesis testing,Examining the correlation and regression analysis,Examining the correlation and regression analysis. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Calculates exponency statistics | 12, 16, 6, 9 | C |
| Interprets the visual statistics in scientific research. | 10, 16, 6 | C |
| Applies central tendency measures. | 10, 12, 16, 6, 9 | C |
| Defines data obtained in a variety of topics. | 10, 16, 6, 9 | C |
| Applies central distribution measures. | 10, 12, 16, 6, 9 | C |
| Calculates inferential statistics. | 12, 16, 6, 9 | C |
| Applies correlation and regression analyses. | 10, 12, 16, 6, 9 | C |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Fundamental concepts | Related resources |
| 2 | Organizing and analyzing data | Related resources |
| 3 | Examining measurement ve scales | Related resources |
| 4 | Measures of central tendency | Related resources |
| 5 | Examining frequency distributions and graphs | Related resources |
| 6 | Measures of central dispersion | Related resources |
| 7 | The sampling distributions | Related resources |
| 8 | The sampling distributions | Related resources |
| 9 | Binomial distribution | Related resources |
| 10 | The confidence interval estimation | Related resources |
| 11 | The confidence interval estimation | Related resources |
| 12 | Examining the hypothesis testing | Related resources |
| 13 | Examining the correlation and regression analysis | Related resources |
| 14 | Examining the correlation and regression analysis | Related resources |
| Resources |
| 1. Olasılık ve İstatistik (20. Baskı), Prof. Dr. Fikri Akdeniz (2016) Akademisyen Kitabevi, Ankara ISBN: 978-605-9942-62-1 2. Herkes İçin TEMEL İSTATİSTİK YÖNTEMLERİ ve Uygulamaları, Prof. Dr. Adnan Mazmanoğlu (2016) Nobel Akademik Yayıncılık, Ankara. 3. İstatistik, Tuncer Özdil-Adil Oguzhan-Metin Çakıcı, (2020) 4. Baskı, Ekin Yayınevi Bursa. |
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 | |