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 | Definition and classification of interpersonal relationships; theoretical approaches to interpersonal relations (psychoanalytic, attachment, contemporary theories); theoretical approaches to interpersonal relationships (social, psychological, cognitive theories); interpersonal relationships as a developmental process (infancy and childhood, adolescence and adulthood); factors that are effective in interpersonal relations; gender, gender roles and interpersonal relationships; self-adaptation and self-opening in interpersonal relationships; communication and communication errors; effective communication skills; interpersonal problems, conflict and conflict resolution approaches; human relations in terms of intercultural differentiation are discussed, explained, and exemplified. |
| Course Content | This course contains; Definition and processes of communication,Functions and classification of communication,The beginning and development of interpersonal communication,Theoretical approaches to interpersonal relationships,Effective communication skills 1,Effective communication skills 2,Conflict and conflict resolution,Interpersonal communication and emotional intelligence,Family relations and communication,Relations and communication at school,Student Presentations,Student Presentations,Student presentations,Student Presentations. |
| 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 | Definition and processes of communication | Discussion on expectations about the course |
| 2 | Functions and classification of communication | Examination of Theoretical approaches to interpersonal relations |
| 3 | The beginning and development of interpersonal communication | Examination of Theoretical approaches to interpersonal relations |
| 4 | Theoretical approaches to interpersonal relationships | Reading recommended articles on the topic |
| 5 | Effective communication skills 1 | Reading recommended articles on the topic |
| 6 | Effective communication skills 2 | Reading recommended articles on the topic |
| 7 | Conflict and conflict resolution | Reading recommended articles on the topic |
| 8 | Interpersonal communication and emotional intelligence | Reading recommended articles on the topic |
| 9 | Family relations and communication | Writing a personal experience essay on the subject |
| 10 | Relations and communication at school | Examination of effective communication skills |
| 11 | Student Presentations | Examination of effective communication skills |
| 12 | Student Presentations | Reading recommended articles on the topic |
| 13 | Student presentations | Reading recommended articles on the topic |
| 14 | Student Presentations | Reading recommended articles on the topic |
| 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 |
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 | Definition and classification of interpersonal relationships; theoretical approaches to interpersonal relations (psychoanalytic, attachment, contemporary theories); theoretical approaches to interpersonal relationships (social, psychological, cognitive theories); interpersonal relationships as a developmental process (infancy and childhood, adolescence and adulthood); factors that are effective in interpersonal relations; gender, gender roles and interpersonal relationships; self-adaptation and self-opening in interpersonal relationships; communication and communication errors; effective communication skills; interpersonal problems, conflict and conflict resolution approaches; human relations in terms of intercultural differentiation are discussed, explained, and exemplified. |
| Course Content | This course contains; Definition and processes of communication,Functions and classification of communication,The beginning and development of interpersonal communication,Theoretical approaches to interpersonal relationships,Effective communication skills 1,Effective communication skills 2,Conflict and conflict resolution,Interpersonal communication and emotional intelligence,Family relations and communication,Relations and communication at school,Student Presentations,Student Presentations,Student presentations,Student Presentations. |
| 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 | Definition and processes of communication | Discussion on expectations about the course |
| 2 | Functions and classification of communication | Examination of Theoretical approaches to interpersonal relations |
| 3 | The beginning and development of interpersonal communication | Examination of Theoretical approaches to interpersonal relations |
| 4 | Theoretical approaches to interpersonal relationships | Reading recommended articles on the topic |
| 5 | Effective communication skills 1 | Reading recommended articles on the topic |
| 6 | Effective communication skills 2 | Reading recommended articles on the topic |
| 7 | Conflict and conflict resolution | Reading recommended articles on the topic |
| 8 | Interpersonal communication and emotional intelligence | Reading recommended articles on the topic |
| 9 | Family relations and communication | Writing a personal experience essay on the subject |
| 10 | Relations and communication at school | Examination of effective communication skills |
| 11 | Student Presentations | Examination of effective communication skills |
| 12 | Student Presentations | Reading recommended articles on the topic |
| 13 | Student presentations | Reading recommended articles on the topic |
| 14 | Student Presentations | Reading recommended articles on the topic |
| 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 |
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 | |