Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHARACTER and VALUES EDUCATION | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Adviye Pınar KONYALIOĞLU |
| Name of Lecturer(s) | Prof.Dr. Halil İbrahim SAĞLAM |
| Assistant(s) | |
| Aim | Conceptual framework: Character, personality, value, virtue, morality, etc.; character development and education; family, environment and school in character development and education; definition and classification of values; the sources of values and their individual, social, cultural, religious, moral foundations; character and value education approaches and practices; intercultural differentiation and culture of coexistence in character and value education; character and value education in terms of educational philosophy and goals; teaching methods and techniques in character/value education; the crisis of values and education in modern and multicultural societies; value education in the human-cultural development process; On value education in Turkish education and culture history examples, values education practices and research in Turkey; teacher as a role model in character and value education. |
| Course Content | This course contains; Conceptual framework: Character, personality/personality, value, virtue, morality, temperament, etc.; ,Character development and education; family, environment and school in character development and education,Definition and classification of values; the sources of values and their individual, social, cultural, religious, moral foundations,Character and value education approaches and practices; ,Intercultural differentiation and culture of coexistence in character and value education,Character and value education in terms of educational philosophy and goals,Teaching methods and techniques in character/value education,The crisis of values and education in modern and multicultural societies,Value education in the human-cultural development process;,Value education in Turkish education and culture history examples,Values education practices and researches in Turkey,Values education practices and researches in Turkey; ,Role in character and value education teacher as a model,Role in character and value education teacher as a model. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains concepts such as character, temperament and temperament. | 13, 16, 9 | A, E |
| Applies character and value education at different education levels. | 15, 18, 6 | E |
| Compares character and value education approaches. | 10, 16, 9 | |
| Discusses the role of the teacher in character and value education. | 10, 16, 5, 9 |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 18: Micro Teaching Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Conceptual framework: Character, personality/personality, value, virtue, morality, temperament, etc.; | Book chapter |
| 2 | Character development and education; family, environment and school in character development and education | Book chapter |
| 3 | Definition and classification of values; the sources of values and their individual, social, cultural, religious, moral foundations | Book chapter |
| 4 | Character and value education approaches and practices; | Book chapter |
| 5 | Intercultural differentiation and culture of coexistence in character and value education | Book chapter |
| 6 | Character and value education in terms of educational philosophy and goals | Book chapter |
| 7 | Teaching methods and techniques in character/value education | Book chapter |
| 8 | The crisis of values and education in modern and multicultural societies | Book chapter |
| 9 | Value education in the human-cultural development process; | Book chapter |
| 10 | Value education in Turkish education and culture history examples | Book chapter |
| 11 | Values education practices and researches in Turkey | Book chapter |
| 12 | Values education practices and researches in Turkey; | Book chapter |
| 13 | Role in character and value education teacher as a model | Book chapter |
| 14 | Role in character and value education teacher as a model | Book chapter |
| Resources |
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 | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 4 | 6 | 24 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 2 | 14 | |||
| General Exam | 7 | 6 | 42 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 108 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(108/30) | 4 | |||||
| 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 |
|---|---|---|---|---|---|
| CHARACTER and VALUES EDUCATION | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Adviye Pınar KONYALIOĞLU |
| Name of Lecturer(s) | Prof.Dr. Halil İbrahim SAĞLAM |
| Assistant(s) | |
| Aim | Conceptual framework: Character, personality, value, virtue, morality, etc.; character development and education; family, environment and school in character development and education; definition and classification of values; the sources of values and their individual, social, cultural, religious, moral foundations; character and value education approaches and practices; intercultural differentiation and culture of coexistence in character and value education; character and value education in terms of educational philosophy and goals; teaching methods and techniques in character/value education; the crisis of values and education in modern and multicultural societies; value education in the human-cultural development process; On value education in Turkish education and culture history examples, values education practices and research in Turkey; teacher as a role model in character and value education. |
| Course Content | This course contains; Conceptual framework: Character, personality/personality, value, virtue, morality, temperament, etc.; ,Character development and education; family, environment and school in character development and education,Definition and classification of values; the sources of values and their individual, social, cultural, religious, moral foundations,Character and value education approaches and practices; ,Intercultural differentiation and culture of coexistence in character and value education,Character and value education in terms of educational philosophy and goals,Teaching methods and techniques in character/value education,The crisis of values and education in modern and multicultural societies,Value education in the human-cultural development process;,Value education in Turkish education and culture history examples,Values education practices and researches in Turkey,Values education practices and researches in Turkey; ,Role in character and value education teacher as a model,Role in character and value education teacher as a model. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains concepts such as character, temperament and temperament. | 13, 16, 9 | A, E |
| Applies character and value education at different education levels. | 15, 18, 6 | E |
| Compares character and value education approaches. | 10, 16, 9 | |
| Discusses the role of the teacher in character and value education. | 10, 16, 5, 9 |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 18: Micro Teaching Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Conceptual framework: Character, personality/personality, value, virtue, morality, temperament, etc.; | Book chapter |
| 2 | Character development and education; family, environment and school in character development and education | Book chapter |
| 3 | Definition and classification of values; the sources of values and their individual, social, cultural, religious, moral foundations | Book chapter |
| 4 | Character and value education approaches and practices; | Book chapter |
| 5 | Intercultural differentiation and culture of coexistence in character and value education | Book chapter |
| 6 | Character and value education in terms of educational philosophy and goals | Book chapter |
| 7 | Teaching methods and techniques in character/value education | Book chapter |
| 8 | The crisis of values and education in modern and multicultural societies | Book chapter |
| 9 | Value education in the human-cultural development process; | Book chapter |
| 10 | Value education in Turkish education and culture history examples | Book chapter |
| 11 | Values education practices and researches in Turkey | Book chapter |
| 12 | Values education practices and researches in Turkey; | Book chapter |
| 13 | Role in character and value education teacher as a model | Book chapter |
| 14 | Role in character and value education teacher as a model | Book chapter |
| Resources |
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 | |