Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTRODUCTION to EDUCATION | - | Fall 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 | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Lect. Tayyar TEPE |
| Assistant(s) | |
| Aim | The purpose of an "Introduction to Education" course is to provide students with a foundational understanding of the field of education. This course typically serves as an entry point for individuals interested in pursuing a career in education or those who want to gain insight into the principles, theories, and practices related to the educational system. |
| Course Content | This course contains; What is education? The etymology of the word "education" and its implications in the theor yof teaching and learning.,Changes that have occurred in education over time, the reasons behind these changes, interpreting these reasons, and relating them to the present day. ,Discussing present-day education, how education should be in the future, and relating them within the context of current and potential future conditions.,The function of the teacher of the future in education, in light of the changing job description of the teacher. ,The issue of teaching 21st-century students within the framework of principles and methods of instruction.,What are the characteristics of a 21st-century classroom? ,How do humans learn, and what should be the parallel vision of education accordingly?,What is the vision of lifelong learning for a teacher, and how is it accomplished?,Visible learning and teaching concept. ,Cognitive learning and Bloom's Taxonomy.,Different taxonomies.,The skills that the person of the future should possess.,Learning to learn and teaching to learn. ,To teach "critical thingking" while teaching and metacognitive. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Get a well-rounded understanding of education as a field of study and lay the groundwork for further exploration and specialization in education-related disciplines. | 10, 16, 19, 9 | A |
| Discuss the current challenges and trends in education, such as educational reform, globalization, and the role of education in addressing social issues. | 10, 16, 19, 9 | A |
| Foster critical thinking, a broad perspective on educational issues, and an appreciation for the transformative power of education in individual lives and society as a whole. | 10, 16, 19, 9 | A |
| Explore the major educational theories and philosophies, such as behaviorism, constructivism, progressivism, and humanism, and their impact on educational practices. | 10, 16, 19, 9 | A |
| Have an overview of psychological theories and concepts relevant to education, including theories of learning, motivation, intelligence, and cognitive development. | 10, 16, 19, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is education? The etymology of the word "education" and its implications in the theor yof teaching and learning. | Lecture Notes |
| 2 | Changes that have occurred in education over time, the reasons behind these changes, interpreting these reasons, and relating them to the present day. | Relevant Lecture Note |
| 3 | Discussing present-day education, how education should be in the future, and relating them within the context of current and potential future conditions. | Ders Notu |
| 4 | The function of the teacher of the future in education, in light of the changing job description of the teacher. | Relevant lecture Note |
| 5 | The issue of teaching 21st-century students within the framework of principles and methods of instruction. | Reevant Lecture Note |
| 6 | What are the characteristics of a 21st-century classroom? | Relevant Lecture Note |
| 7 | How do humans learn, and what should be the parallel vision of education accordingly? | Relevant Lecture Note |
| 8 | What is the vision of lifelong learning for a teacher, and how is it accomplished? | Relevant Lecture Note |
| 9 | Visible learning and teaching concept. | Relevant Lecture Note |
| 10 | Cognitive learning and Bloom's Taxonomy. | Relevant Lecture Note |
| 11 | Different taxonomies. | Relevant Lectucre Note |
| 12 | The skills that the person of the future should possess. | Relevant Lecture Note |
| 13 | Learning to learn and teaching to learn. | Relevant Lecture Note |
| 14 | To teach "critical thingking" while teaching and metacognitive | Relevant Lecture Note |
| Resources |
| cLecture Notes Characteristics of a 21st Century Classroom Flipped Learning As A New Educational Paradigm CambridgePapers_in_ELT-Flipped_Learning_minipaper_ONLINE MAKALE Noam Chomsky What is education Yuval Harari Education Visible Learning for Teachers_ Maximizing Impact on Learning Steve Bartlett, Diana Burton - Introduction to Education Studies-SAGE (2007) |
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 | 10 | 2 | 20 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 2 | 4 | 8 | |||
| 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 |
|---|---|---|---|---|---|
| INTRODUCTION to EDUCATION | - | Fall 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 | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Lect. Tayyar TEPE |
| Assistant(s) | |
| Aim | The purpose of an "Introduction to Education" course is to provide students with a foundational understanding of the field of education. This course typically serves as an entry point for individuals interested in pursuing a career in education or those who want to gain insight into the principles, theories, and practices related to the educational system. |
| Course Content | This course contains; What is education? The etymology of the word "education" and its implications in the theor yof teaching and learning.,Changes that have occurred in education over time, the reasons behind these changes, interpreting these reasons, and relating them to the present day. ,Discussing present-day education, how education should be in the future, and relating them within the context of current and potential future conditions.,The function of the teacher of the future in education, in light of the changing job description of the teacher. ,The issue of teaching 21st-century students within the framework of principles and methods of instruction.,What are the characteristics of a 21st-century classroom? ,How do humans learn, and what should be the parallel vision of education accordingly?,What is the vision of lifelong learning for a teacher, and how is it accomplished?,Visible learning and teaching concept. ,Cognitive learning and Bloom's Taxonomy.,Different taxonomies.,The skills that the person of the future should possess.,Learning to learn and teaching to learn. ,To teach "critical thingking" while teaching and metacognitive. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Get a well-rounded understanding of education as a field of study and lay the groundwork for further exploration and specialization in education-related disciplines. | 10, 16, 19, 9 | A |
| Discuss the current challenges and trends in education, such as educational reform, globalization, and the role of education in addressing social issues. | 10, 16, 19, 9 | A |
| Foster critical thinking, a broad perspective on educational issues, and an appreciation for the transformative power of education in individual lives and society as a whole. | 10, 16, 19, 9 | A |
| Explore the major educational theories and philosophies, such as behaviorism, constructivism, progressivism, and humanism, and their impact on educational practices. | 10, 16, 19, 9 | A |
| Have an overview of psychological theories and concepts relevant to education, including theories of learning, motivation, intelligence, and cognitive development. | 10, 16, 19, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is education? The etymology of the word "education" and its implications in the theor yof teaching and learning. | Lecture Notes |
| 2 | Changes that have occurred in education over time, the reasons behind these changes, interpreting these reasons, and relating them to the present day. | Relevant Lecture Note |
| 3 | Discussing present-day education, how education should be in the future, and relating them within the context of current and potential future conditions. | Ders Notu |
| 4 | The function of the teacher of the future in education, in light of the changing job description of the teacher. | Relevant lecture Note |
| 5 | The issue of teaching 21st-century students within the framework of principles and methods of instruction. | Reevant Lecture Note |
| 6 | What are the characteristics of a 21st-century classroom? | Relevant Lecture Note |
| 7 | How do humans learn, and what should be the parallel vision of education accordingly? | Relevant Lecture Note |
| 8 | What is the vision of lifelong learning for a teacher, and how is it accomplished? | Relevant Lecture Note |
| 9 | Visible learning and teaching concept. | Relevant Lecture Note |
| 10 | Cognitive learning and Bloom's Taxonomy. | Relevant Lecture Note |
| 11 | Different taxonomies. | Relevant Lectucre Note |
| 12 | The skills that the person of the future should possess. | Relevant Lecture Note |
| 13 | Learning to learn and teaching to learn. | Relevant Lecture Note |
| 14 | To teach "critical thingking" while teaching and metacognitive | Relevant Lecture Note |
| Resources |
| cLecture Notes Characteristics of a 21st Century Classroom Flipped Learning As A New Educational Paradigm CambridgePapers_in_ELT-Flipped_Learning_minipaper_ONLINE MAKALE Noam Chomsky What is education Yuval Harari Education Visible Learning for Teachers_ Maximizing Impact on Learning Steve Bartlett, Diana Burton - Introduction to Education Studies-SAGE (2007) |
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 | |