Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|
| INTRODUCTION to EDUCATION | PCG1114942 | Fall Semester | 2+0 | 2 | 5 |
| Course Program | Pazartesi 13:30-14:15 Pazartesi 14:30-15:15 |
| Prerequisites Courses | |
| Recommended Elective Courses | |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Assist.Prof. İlker ALTUNBAŞAK |
| 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 theoryof 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 |
| Fully comprehend education as a field of science and relate it to further exploration and specialization in education-related disciplines. | 10, 16, 9 | A, E, F |
| Discuss the current challenges and trends in education, such as educational reform, globalization, and the role of education in addressing social issues. | 10, 16, 9 | A, E, F |
| Critically analyze a broad perspective on issues related to education and the transformative power of education in the lives of individuals and in society as a whole. | 10, 16, 9 | A, E, F |
| Explore the major educational theories and philosophies, such as behaviorism, constructivism, progressivism, and humanism, and their impact on educational practices. | 10, 16, 9 | A, E, F |
| Have an overview of psychological theories and concepts relevant to education, including theories of learning, motivation, intelligence, and cognitive development. | 10, 16, 9 | A, E, F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|
| 1 | What is education? The etymology of the word "education" and its implications in the theoryof 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.
| Lecture Notes |
| 3 | Discussing present-day education, how education should be in the future, and relating them within the context of current and potential future conditions. | Lecture Notes |
| 4 | The function of the teacher of the future in education, in light of the changing job description of the teacher. | Lecture Notes |
| 5 | The issue of teaching 21st-century students within the framework of principles and methods of instruction. | Lecture Notes |
| 6 | What are the characteristics of a 21st-century classroom? | Lecture Notes |
| 7 |
How do humans learn, and what should be the parallel vision of education accordingly? | Lecture Notes |
| 8 | What is the vision of lifelong learning for a teacher, and how is it accomplished? | Lecture Notes |
| 9 | Visible learning and teaching concept. | Lecture Notes |
| 10 | Cognitive learning and Bloom's Taxonomy. | Lecture Notes |
| 11 | Different taxonomies. | Lecture Notes |
| 12 | The skills that the person of the future should possess. | Lecture Notes |
| 13 | Learning to learn and teaching to learn. | Lecture Notes |
| 14 | To teach "critical thingking" while teaching and metacognitive | Lecture Notes |
| Resources |
| Lecture 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 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | | X | | | |
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | | X | | | |
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | | X | | | |
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | | X | | | |
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | | | X | | |
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | | X | | | |
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | | | X | | |
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | | | | X | |
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | | | | X | |
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | | | X | | |
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | | | X | | |
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | | X | | | |
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | | | | X | |
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | | X | | | |
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | | X | | | |
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | | 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 | 3 | 2 | 6 |
| Resolution of Homework Problems and Submission as a Report | 2 | 4 | 8 |
| Term Project | 2 | 3 | 6 |
| Presentation of Project / Seminar | 2 | 4 | 8 |
| Quiz | 2 | 2 | 4 |
| Midterm Exam | 1 | 6 | 6 |
| General Exam | 1 | 14 | 14 |
| Performance Task, Maintenance Plan | 1 | 6 | 6 |
| Total Workload(Hour) | 86 |
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(86/30) | 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 | PCG1114942 | Fall Semester | 2+0 | 2 | 5 |
| Course Program | Pazartesi 13:30-14:15 Pazartesi 14:30-15:15 |
| Prerequisites Courses | |
| Recommended Elective Courses | |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Assist.Prof. İlker ALTUNBAŞAK |
| 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 theoryof 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 |
| Fully comprehend education as a field of science and relate it to further exploration and specialization in education-related disciplines. | 10, 16, 9 | A, E, F |
| Discuss the current challenges and trends in education, such as educational reform, globalization, and the role of education in addressing social issues. | 10, 16, 9 | A, E, F |
| Critically analyze a broad perspective on issues related to education and the transformative power of education in the lives of individuals and in society as a whole. | 10, 16, 9 | A, E, F |
| Explore the major educational theories and philosophies, such as behaviorism, constructivism, progressivism, and humanism, and their impact on educational practices. | 10, 16, 9 | A, E, F |
| Have an overview of psychological theories and concepts relevant to education, including theories of learning, motivation, intelligence, and cognitive development. | 10, 16, 9 | A, E, F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|
| 1 | What is education? The etymology of the word "education" and its implications in the theoryof 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.
| Lecture Notes |
| 3 | Discussing present-day education, how education should be in the future, and relating them within the context of current and potential future conditions. | Lecture Notes |
| 4 | The function of the teacher of the future in education, in light of the changing job description of the teacher. | Lecture Notes |
| 5 | The issue of teaching 21st-century students within the framework of principles and methods of instruction. | Lecture Notes |
| 6 | What are the characteristics of a 21st-century classroom? | Lecture Notes |
| 7 |
How do humans learn, and what should be the parallel vision of education accordingly? | Lecture Notes |
| 8 | What is the vision of lifelong learning for a teacher, and how is it accomplished? | Lecture Notes |
| 9 | Visible learning and teaching concept. | Lecture Notes |
| 10 | Cognitive learning and Bloom's Taxonomy. | Lecture Notes |
| 11 | Different taxonomies. | Lecture Notes |
| 12 | The skills that the person of the future should possess. | Lecture Notes |
| 13 | Learning to learn and teaching to learn. | Lecture Notes |
| 14 | To teach "critical thingking" while teaching and metacognitive | Lecture Notes |
| Resources |
| Lecture 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 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | | X | | | |
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | | X | | | |
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | | X | | | |
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | | X | | | |
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | | | X | | |
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | | X | | | |
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | | | X | | |
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | | | | X | |
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | | | | X | |
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | | | X | | |
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | | | X | | |
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | | X | | | |
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | | | | X | |
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | | X | | | |
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | | X | | | |
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | | X | | | |
Assessment Methods
| Contribution Level | Absolute Evaluation |
| Rate of Midterm Exam to Success | | 40 |
| Rate of Final Exam to Success | | 60 |
| Total | | 100 |
Numerical Data
Ekleme Tarihi: 04/10/2023 - 14:52Son Güncelleme Tarihi: 22/12/2023 - 12:27
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