Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
SOCIOLOGY of EDUCATION | - | Spring Semester | 2+0 | 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 | Assoc.Prof. Ülkü TOSUN |
Name of Lecturer(s) | Lect. Tayyar TEPE |
Assistant(s) | |
Aim | The aim of the course is to learn theories and concepts within the framework of sociology and educational sociology and to discuss the place of education in the formation of social norms. |
Course Content | This course contains; What is sociology and what are the relations with other sciences?,Founders of Sociology: Comte, Durkheim, Marx, Weber,Sociological theories,Ancient social structure and the effect of philosophy on institutions: Socrates, Plato, Aristotle, Sophists,Medieval social structure, comparison of Eastern and Western institutions, the effect of philosophy; Aquinas, Bacon, Farabi, Ibni Sina,Renaissance period; philosophy, art politics and educational institutions,Modernism, globalization, change in the philosophy of education,Traditional and modern theories of education: Marx and Comte and J.J. Rousseau's philosophy of education and its effects,The role and importance of education in society, social values, norms, organizations and social structure,Definition and scope of Sociology of Education,Theories in the field of educational sociology,Definition and scope of Sociology of Education (discussion),Importance of media and education in information society; media ethics and other professional ethics,Social values, norms, organizations and creating a sense of social responsibility importance of education. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
1. explain basic concepts of related to education. | 10, 16, 17, 18, 19, 23, 9 | A, E |
1.1. express the steps of formal education. | 10, 16, 19, 21, 9 | |
1.2. discuss the role and importance of informal education. | 10, 16, 19 | |
2. interpret the relationship between education and science. | 10, 16, 9 | |
2.2. explain scientific areas related to education. | 10, 16 | |
2.3. associate education with scientific areas such as philosophy, sociology, psychology. | 13, 19, 20, 9 | |
4.3. discuss developments in teacher education. | 10, 16, 19 |
Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 17: Experimental Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 21: Simulation Technique, 23: Concept Map Technique, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | What is sociology and what are the relations with other sciences? | Don't need pre-preparation |
2 | Founders of Sociology: Comte, Durkheim, Marx, Weber | Don't need pre-preparation |
3 | Sociological theories | Don't need pre-preparation |
4 | Ancient social structure and the effect of philosophy on institutions: Socrates, Plato, Aristotle, Sophists | Don't need pre-preparation |
5 | Medieval social structure, comparison of Eastern and Western institutions, the effect of philosophy; Aquinas, Bacon, Farabi, Ibni Sina | Don't need pre-preparation |
6 | Renaissance period; philosophy, art politics and educational institutions | Don't need pre-preparation |
7 | Modernism, globalization, change in the philosophy of education | Don't need pre-preparation |
8 | Traditional and modern theories of education: Marx and Comte and J.J. Rousseau's philosophy of education and its effects | Don't need pre-preparation |
9 | The role and importance of education in society, social values, norms, organizations and social structure | Don't need pre-preparation |
10 | Definition and scope of Sociology of Education | Don't need pre-preparation |
11 | Theories in the field of educational sociology | Don't need pre-preparation |
12 | Definition and scope of Sociology of Education (discussion) | Don't need pre-preparation |
13 | Importance of media and education in information society; media ethics and other professional ethics | Don't need pre-preparation |
14 | Social values, norms, organizations and creating a sense of social responsibility importance of education | Don't need pre-preparation |
Resources |
Nobel Akademik Yayıncılık, Eğitim Sosyolojisi, Mehmet Devrim TOPSES ISBN978-605-133-176-8 E-ISBN978-625-402-129-9 |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
9 | Uses Turkish accurately and effectively. | X | |||||
10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X |
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 | 7 | 1 | 7 | |||
Resolution of Homework Problems and Submission as a Report | 14 | 2 | 28 | |||
Term Project | 0 | 0 | 0 | |||
Presentation of Project / Seminar | 0 | 0 | 0 | |||
Quiz | 0 | 0 | 0 | |||
Midterm Exam | 7 | 1 | 7 | |||
General Exam | 14 | 1 | 14 | |||
Performance Task, Maintenance Plan | 6 | 1 | 6 | |||
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 |
---|---|---|---|---|---|
SOCIOLOGY of EDUCATION | - | Spring Semester | 2+0 | 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 | Assoc.Prof. Ülkü TOSUN |
Name of Lecturer(s) | Lect. Tayyar TEPE |
Assistant(s) | |
Aim | The aim of the course is to learn theories and concepts within the framework of sociology and educational sociology and to discuss the place of education in the formation of social norms. |
Course Content | This course contains; What is sociology and what are the relations with other sciences?,Founders of Sociology: Comte, Durkheim, Marx, Weber,Sociological theories,Ancient social structure and the effect of philosophy on institutions: Socrates, Plato, Aristotle, Sophists,Medieval social structure, comparison of Eastern and Western institutions, the effect of philosophy; Aquinas, Bacon, Farabi, Ibni Sina,Renaissance period; philosophy, art politics and educational institutions,Modernism, globalization, change in the philosophy of education,Traditional and modern theories of education: Marx and Comte and J.J. Rousseau's philosophy of education and its effects,The role and importance of education in society, social values, norms, organizations and social structure,Definition and scope of Sociology of Education,Theories in the field of educational sociology,Definition and scope of Sociology of Education (discussion),Importance of media and education in information society; media ethics and other professional ethics,Social values, norms, organizations and creating a sense of social responsibility importance of education. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
1. explain basic concepts of related to education. | 10, 16, 17, 18, 19, 23, 9 | A, E |
1.1. express the steps of formal education. | 10, 16, 19, 21, 9 | |
1.2. discuss the role and importance of informal education. | 10, 16, 19 | |
2. interpret the relationship between education and science. | 10, 16, 9 | |
2.2. explain scientific areas related to education. | 10, 16 | |
2.3. associate education with scientific areas such as philosophy, sociology, psychology. | 13, 19, 20, 9 | |
4.3. discuss developments in teacher education. | 10, 16, 19 |
Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 17: Experimental Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 21: Simulation Technique, 23: Concept Map Technique, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | What is sociology and what are the relations with other sciences? | Don't need pre-preparation |
2 | Founders of Sociology: Comte, Durkheim, Marx, Weber | Don't need pre-preparation |
3 | Sociological theories | Don't need pre-preparation |
4 | Ancient social structure and the effect of philosophy on institutions: Socrates, Plato, Aristotle, Sophists | Don't need pre-preparation |
5 | Medieval social structure, comparison of Eastern and Western institutions, the effect of philosophy; Aquinas, Bacon, Farabi, Ibni Sina | Don't need pre-preparation |
6 | Renaissance period; philosophy, art politics and educational institutions | Don't need pre-preparation |
7 | Modernism, globalization, change in the philosophy of education | Don't need pre-preparation |
8 | Traditional and modern theories of education: Marx and Comte and J.J. Rousseau's philosophy of education and its effects | Don't need pre-preparation |
9 | The role and importance of education in society, social values, norms, organizations and social structure | Don't need pre-preparation |
10 | Definition and scope of Sociology of Education | Don't need pre-preparation |
11 | Theories in the field of educational sociology | Don't need pre-preparation |
12 | Definition and scope of Sociology of Education (discussion) | Don't need pre-preparation |
13 | Importance of media and education in information society; media ethics and other professional ethics | Don't need pre-preparation |
14 | Social values, norms, organizations and creating a sense of social responsibility importance of education | Don't need pre-preparation |
Resources |
Nobel Akademik Yayıncılık, Eğitim Sosyolojisi, Mehmet Devrim TOPSES ISBN978-605-133-176-8 E-ISBN978-625-402-129-9 |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
9 | Uses Turkish accurately and effectively. | X | |||||
10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |