Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MATERIAL DESIGN in EDUCATION | - | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Short Cycle (Associate's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Medine Pervin BAYSAN |
| Name of Lecturer(s) | Assist.Prof. Feryal SAVCI |
| Assistant(s) | |
| Aim | To provide competence in developing tools and equipment for the education of pre-school children. |
| Course Content | This course contains; Material development in education,Training material development process,Making tools for classroom management 1, Planning tools for classroom management 2,Planning educational toys – making 1,Planning educational toys – making 2,Planning educational toys – making 3,Planning a puppet – making 1,Planning a puppet – making 2,Planning tools for music – making 1,Planning tools for music – making 2,Planning costumes and accessories – making 1,Planning costumes and accessories – making 2,Evaluation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Determines appropriate training materials for training. | 14, 9 | A |
| It uses educational materials to support the education of pre-school children. | 6, 9 | A |
| Plans equipment for classroom management. | 5, 9 | A |
| Plans educational toys, puppets and musical instruments. | 9 | A |
| Plans costumes and accessories. | 5, 6 | A |
| Teaching Methods: | 14: Self Study Method, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Material development in education | No preliminary preparation is required. |
| 2 | Training material development process | No preliminary preparation is required. |
| 3 | Making tools for classroom management 1 | No preliminary preparation is required. |
| 4 | Planning tools for classroom management 2 | No preliminary preparation is required. |
| 5 | Planning educational toys – making 1 | No preliminary preparation is required. |
| 6 | Planning educational toys – making 2 | No preliminary preparation is required. |
| 7 | Planning educational toys – making 3 | No preliminary preparation is required. |
| 8 | Planning a puppet – making 1 | No preliminary preparation is required. |
| 9 | Planning a puppet – making 2 | No preliminary preparation is required. |
| 10 | Planning tools for music – making 1 | No preliminary preparation is required. |
| 11 | Planning tools for music – making 2 | No preliminary preparation is required. |
| 12 | Planning costumes and accessories – making 1 | No preliminary preparation is required. |
| 13 | Planning costumes and accessories – making 2 | No preliminary preparation is required. |
| 14 | Evaluation | No preliminary preparation is required. |
| Resources |
| Powerpoint notes |
| Sivaslıoğlu, A.,Zembat, R., Gökçen, F.Ç., Baştan Sona Okul Öncesi Eğitim - Kullandığımız Araç ve Gereçler, YA-PA, 2000 Avcı, N.,Kuklalar Okul Öncesi Çocuklar İçin Kukla Yapımı ve Kullanımı, YA-PA, 2003 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | The student acquires theoretical and practical knowledge related to his field at a basic level. | X | |||||
| 2 | The student owns information about moral discipline and ethical rules related to his field. | X | |||||
| 3 | The student uses theoretical and practical knowledge related to his field at a basic level; basic fundamental computer programs and related technologies. | X | |||||
| 4 | The student manages a duty independently by using the knowledge about his field at a basic level. | X | |||||
| 5 | The student evaluates the knowledge about his field at a basic level with a critical approach, he designates his learning needs and directs his learning. | X | |||||
| 6 | The student uses effective communication with related people and institutions about child development issues, by submitting his/her solutions. | X | |||||
| 7 | that can be used effectively by determining the methods, technical services and technologies required for applications related to the field | X | |||||
| 8 | He/she can produce solutions to unforeseen problems encountered in applications, can take responsibility in work groups, and has the ability to work individually. | X | |||||
| 9 | Individuals who follow the developments in science and technology and improve themselves with the awareness of lifelong learning in the professional field are trained. | 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 | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 7 | 7 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 45 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(45/30) | 2 | |||||
| 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 |
|---|---|---|---|---|---|
| MATERIAL DESIGN in EDUCATION | - | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Short Cycle (Associate's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Medine Pervin BAYSAN |
| Name of Lecturer(s) | Assist.Prof. Feryal SAVCI |
| Assistant(s) | |
| Aim | To provide competence in developing tools and equipment for the education of pre-school children. |
| Course Content | This course contains; Material development in education,Training material development process,Making tools for classroom management 1, Planning tools for classroom management 2,Planning educational toys – making 1,Planning educational toys – making 2,Planning educational toys – making 3,Planning a puppet – making 1,Planning a puppet – making 2,Planning tools for music – making 1,Planning tools for music – making 2,Planning costumes and accessories – making 1,Planning costumes and accessories – making 2,Evaluation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Determines appropriate training materials for training. | 14, 9 | A |
| It uses educational materials to support the education of pre-school children. | 6, 9 | A |
| Plans equipment for classroom management. | 5, 9 | A |
| Plans educational toys, puppets and musical instruments. | 9 | A |
| Plans costumes and accessories. | 5, 6 | A |
| Teaching Methods: | 14: Self Study Method, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Material development in education | No preliminary preparation is required. |
| 2 | Training material development process | No preliminary preparation is required. |
| 3 | Making tools for classroom management 1 | No preliminary preparation is required. |
| 4 | Planning tools for classroom management 2 | No preliminary preparation is required. |
| 5 | Planning educational toys – making 1 | No preliminary preparation is required. |
| 6 | Planning educational toys – making 2 | No preliminary preparation is required. |
| 7 | Planning educational toys – making 3 | No preliminary preparation is required. |
| 8 | Planning a puppet – making 1 | No preliminary preparation is required. |
| 9 | Planning a puppet – making 2 | No preliminary preparation is required. |
| 10 | Planning tools for music – making 1 | No preliminary preparation is required. |
| 11 | Planning tools for music – making 2 | No preliminary preparation is required. |
| 12 | Planning costumes and accessories – making 1 | No preliminary preparation is required. |
| 13 | Planning costumes and accessories – making 2 | No preliminary preparation is required. |
| 14 | Evaluation | No preliminary preparation is required. |
| Resources |
| Powerpoint notes |
| Sivaslıoğlu, A.,Zembat, R., Gökçen, F.Ç., Baştan Sona Okul Öncesi Eğitim - Kullandığımız Araç ve Gereçler, YA-PA, 2000 Avcı, N.,Kuklalar Okul Öncesi Çocuklar İçin Kukla Yapımı ve Kullanımı, YA-PA, 2003 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | The student acquires theoretical and practical knowledge related to his field at a basic level. | X | |||||
| 2 | The student owns information about moral discipline and ethical rules related to his field. | X | |||||
| 3 | The student uses theoretical and practical knowledge related to his field at a basic level; basic fundamental computer programs and related technologies. | X | |||||
| 4 | The student manages a duty independently by using the knowledge about his field at a basic level. | X | |||||
| 5 | The student evaluates the knowledge about his field at a basic level with a critical approach, he designates his learning needs and directs his learning. | X | |||||
| 6 | The student uses effective communication with related people and institutions about child development issues, by submitting his/her solutions. | X | |||||
| 7 | that can be used effectively by determining the methods, technical services and technologies required for applications related to the field | X | |||||
| 8 | He/she can produce solutions to unforeseen problems encountered in applications, can take responsibility in work groups, and has the ability to work individually. | X | |||||
| 9 | Individuals who follow the developments in science and technology and improve themselves with the awareness of lifelong learning in the professional field are trained. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |