Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| HUMAN RELATIONS and COMMUNICATION | İM4116439 | Fall 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. Kezban Ekin ÖZBEY DUYGU |
| Name of Lecturer(s) | Res.Assist. Melike Zeynep KORKMAZ |
| Assistant(s) | Dr. Şifa ELCİL |
| Aim | Bu ders; Dersin tanıtılması,İnsan ilişkilerine giriş: Ben nasıl ilişki kuruyorum?,İletişimin görünmeyen tarafı: Algı, varsayımlar, sözel olmayan iletişim ve empati,Dinlemek ve anlaşılmak: Etkin dinleme becerileri,Yakınlık, kendini açma, güven ve mahremiyet,Kendini ifade etmek ve sınır koymak: Atılganlık, hayır diyebilme ve ilişkisel sınırlar,Çatışmayı anlamak: Neden aynı şeyi farklı yaşıyoruz?,Çatışma bedenime ne yapıyor?,Çatışmayla yaparak ve başararak baş etmek,Çatışmada ilişkilere ne olur? Yaklaşmak, uzaklaşmak ve destek aramak,Çatışmada zihnim nereye gidiyor? Gelecek, hayal ve anlam,Benim çatışma örüntüm: Dört alanı bütünleştirmek,İletişim örüntülerini gerçek yaşam vakalarında anlamak,Dönem sonu bütünleştirme: İlişkilerimde ne değişti?; konularını içermektedir. |
| Course Content | This course contains; Introducing the course,,,,,,,,,,,,,. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. Will be able to define theoretical approaches (psychoanalytic, attachment, contemporary theories) related to interpersonal relations. | 10, 16, 19, 5, 9 | A, C, H |
| 2. Will be able to define theoretical approaches (social, psychological, cognitive theories) related to interpersonal relations. | 10, 16, 5, 9 | A, C, H |
| 3. Will be able to define interpersonal relationships (infancy and childhood, adolescence and adulthood) as a developmental process. | 10, 16, 19, 5, 9 | A, C, H |
| 4. Will be able to determine the factors that are effective in interpersonal relations. | 10, 16, 19, 5, 9 | A, C, H |
| 5. Will be able to define self-adaptation and self-disclosure methods in interpersonal relations. | 10, 13, 16, 19, 5, 9 | A, C, H |
| 6. Will be able to summarize conflict and conflict resolution approaches. | 10, 14, 16, 19, 5, 9 | A, C, H |
| 7. Will be able to evaluate human relations in terms of cultural differentiation. | 10, 12, 13, 16, 5, 9 | A, C, H |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introducing the course | Discussion on expectations about the course |
| 2 | Examination of Theoretical approaches to interpersonal relations | |
| 3 | Examination of Theoretical approaches to interpersonal relations | |
| 4 | Reading recommended articles on the topic | |
| 5 | Reading recommended articles on the topic | |
| 6 | Reading recommended articles on the topic | |
| 7 | Reading recommended articles on the topic | |
| 8 | Reading recommended articles on the topic | |
| 9 | Writing a personal experience essay on the subject | |
| 10 | Examination of effective communication skills | |
| 11 | Examination of effective communication skills | |
| 12 | Reading recommended articles on the topic | |
| 13 | ||
| 14 |
| Resources |
| Lecture notes Cüceloğlu, D. (2023). İnsan insana, Kronik Cüceloğlu, D. (2023). İletişim Donanımları, Remzi Kitabevi Kaya, A. (2017). Kişilerarası ilişkiler ve etkili iletişim, Pegem Akademi Voltan-Acar, N. (2023). İnsan ilişkileri: iletişim, Nobel Peseschkian, N. (1987). Positive psychotherapy: Theory and practice of a new method. Springer-Verlag. |
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 | 4 | 2 | 8 | |||
| Resolution of Homework Problems and Submission as a Report | 7 | 1 | 7 | |||
| Term Project | 2 | 3 | 6 | |||
| Presentation of Project / Seminar | 2 | 3 | 6 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 1 | 7 | |||
| General Exam | 14 | 1 | 14 | |||
| Performance Task, Maintenance Plan | 7 | 2 | 14 | |||
| 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 |
|---|---|---|---|---|---|
| HUMAN RELATIONS and COMMUNICATION | İM4116439 | Fall 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. Kezban Ekin ÖZBEY DUYGU |
| Name of Lecturer(s) | Res.Assist. Melike Zeynep KORKMAZ |
| Assistant(s) | Dr. Şifa ELCİL |
| Aim | Bu ders; Dersin tanıtılması,İnsan ilişkilerine giriş: Ben nasıl ilişki kuruyorum?,İletişimin görünmeyen tarafı: Algı, varsayımlar, sözel olmayan iletişim ve empati,Dinlemek ve anlaşılmak: Etkin dinleme becerileri,Yakınlık, kendini açma, güven ve mahremiyet,Kendini ifade etmek ve sınır koymak: Atılganlık, hayır diyebilme ve ilişkisel sınırlar,Çatışmayı anlamak: Neden aynı şeyi farklı yaşıyoruz?,Çatışma bedenime ne yapıyor?,Çatışmayla yaparak ve başararak baş etmek,Çatışmada ilişkilere ne olur? Yaklaşmak, uzaklaşmak ve destek aramak,Çatışmada zihnim nereye gidiyor? Gelecek, hayal ve anlam,Benim çatışma örüntüm: Dört alanı bütünleştirmek,İletişim örüntülerini gerçek yaşam vakalarında anlamak,Dönem sonu bütünleştirme: İlişkilerimde ne değişti?; konularını içermektedir. |
| Course Content | This course contains; Introducing the course,,,,,,,,,,,,,. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. Will be able to define theoretical approaches (psychoanalytic, attachment, contemporary theories) related to interpersonal relations. | 10, 16, 19, 5, 9 | A, C, H |
| 2. Will be able to define theoretical approaches (social, psychological, cognitive theories) related to interpersonal relations. | 10, 16, 5, 9 | A, C, H |
| 3. Will be able to define interpersonal relationships (infancy and childhood, adolescence and adulthood) as a developmental process. | 10, 16, 19, 5, 9 | A, C, H |
| 4. Will be able to determine the factors that are effective in interpersonal relations. | 10, 16, 19, 5, 9 | A, C, H |
| 5. Will be able to define self-adaptation and self-disclosure methods in interpersonal relations. | 10, 13, 16, 19, 5, 9 | A, C, H |
| 6. Will be able to summarize conflict and conflict resolution approaches. | 10, 14, 16, 19, 5, 9 | A, C, H |
| 7. Will be able to evaluate human relations in terms of cultural differentiation. | 10, 12, 13, 16, 5, 9 | A, C, H |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introducing the course | Discussion on expectations about the course |
| 2 | Examination of Theoretical approaches to interpersonal relations | |
| 3 | Examination of Theoretical approaches to interpersonal relations | |
| 4 | Reading recommended articles on the topic | |
| 5 | Reading recommended articles on the topic | |
| 6 | Reading recommended articles on the topic | |
| 7 | Reading recommended articles on the topic | |
| 8 | Reading recommended articles on the topic | |
| 9 | Writing a personal experience essay on the subject | |
| 10 | Examination of effective communication skills | |
| 11 | Examination of effective communication skills | |
| 12 | Reading recommended articles on the topic | |
| 13 | ||
| 14 |
| Resources |
| Lecture notes Cüceloğlu, D. (2023). İnsan insana, Kronik Cüceloğlu, D. (2023). İletişim Donanımları, Remzi Kitabevi Kaya, A. (2017). Kişilerarası ilişkiler ve etkili iletişim, Pegem Akademi Voltan-Acar, N. (2023). İnsan ilişkileri: iletişim, Nobel Peseschkian, N. (1987). Positive psychotherapy: Theory and practice of a new method. Springer-Verlag. |
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 | |