GAZI UNIVERSITY INFORMATION PACKAGE - 2019 ACADEMIC YEAR

COURSE DESCRIPTION
HISTORY OF TURKISH EDUCATION/EB105
Course Title: HISTORY OF TURKISH EDUCATION
Credits 2 ECTS 3
Course Semester 4 Type of The Course Compulsory
COURSE INFORMATION
 -- (CATALOG CONTENT)
 -- (TEXTBOOK)
 -- (SUPPLEMENTARY TEXTBOOK)
 -- (PREREQUISITES AND CO-REQUISITES)
 -- LANGUAGE OF INSTRUCTION
  Turkish
 -- COURSE OBJECTIVES
 -- COURSE LEARNING OUTCOMES
Understands the scope and the content of Turkish Educational History.
Students comprehend the meaning and importance of education and teaching, and the scope and content of the course.
Students will compare the Pre-Islamic Turkish education system to that of Islamic period.
Students will comprehend the general features of Ottoman education system.
Students will learn the major educators in the Turkish education history, and explain their contribution.
Students will comprehend the developments in Turkish educational system after 1970.

 -- MODE OF DELIVERY
  The mode of delivery of this course is Face to face
 --WEEKLY SCHEDULE
1. Week  Introduction to the course.
2. Week   Concepts of teaching-education, conceptual and meaning differences in various cultures, and Educational history prior to Turkish becoming Muslim.
3. Week  Turkish life style and educational features in pre-Islamic period; Education in Karakhanids, Farabi; the place of Ibn-i Sina, Kashgarli Mahmut in Turkish education
4. Week  Education in Seljuks and the Anatolian Principalities, Akhism and its place in Turkish education history.
5. Week   In Ottomans: primary education, palace schools, military education, education of minority and foreigners, public education.
6. Week  Administrative organization of Ottoman education; place of Charity organizations in Turkish education history; importance of print press in Turkish ed
7. Week  Midterm exam
8. Week  Education in Reformation period, comparison of education in Constitutional period and absolutism.
9. Week  The place of Emrullah Efendi, Sati Bey, Prens Sabahattin, Ismail Hakkibaltacioglu in Turkish education history; Teachers impact on National awakening
10. Week  Tevhid-i Tedrisat (centralization of shcooling), Ataturk's place in Turkish education history.
11. Week  The renovations and developments during Republic period in primary education, middle school level, special education; Administrative organization of education
12. Week  The place and importance of the Village Institutes in Turkish education history, Teacher training politics in Republic period.
13. Week   Major educators in Republic period; an analysis ofTurkey and EU relations with regard to education history.
14. Week  Evaluation
15. Week  Final exam
16. Week  
 -- TEACHING and LEARNING METHODS
 -- ASSESSMENT CRITERIA
 
Quantity
Total Weighting (%)
 Midterm Exams
1
40
 Assignment
0
0
 Application
0
0
 Projects
0
0
 Practice
0
0
 Quiz
0
0
 Percent of In-term Studies  
40
 Percentage of Final Exam to Total Score  
60
 -- WORKLOAD
 Activity  Total Number of Weeks  Duration (weekly hour)  Total Period Work Load
 Weekly Theoretical Course Hours
12
2
24
 Weekly Tutorial Hours
0
 Reading Tasks
8
3
24
 Searching in Internet and Library
4
3
12
 Material Design and Implementation
0
 Report Preparing
3
3
9
 Preparing a Presentation
3
1
3
 Presentation
1
3
3
 Midterm Exam and Preperation for Midterm Exam
0
 Final Exam and Preperation for Final Exam
0
 Other (should be emphasized)
0
 TOTAL WORKLOAD: 
75
 TOTAL WORKLOAD / 25: 
3
 Course Credit (ECTS): 
3
 -- COURSE'S CONTRIBUTION TO PROGRAM
NO
 PROGRAM LEARNING OUTCOMES
1
2
3
4
5
1Draws a relationship among the scientific theories, laws, phenomenon, models, concepts and knowledge and skills in other disciplines, and make use of these in explaining the daily life experiences.
2Explains the scientific theories, laws, phenomenon, models and concepts by taking the science curriculum, the cognitive, psychomotor, affective characteristics and needs of students into consideration
3Designs and performs laboratory activities by considering the aims of Science Curriculum, student characteristics and safety measures
4Identifies, organizes and uses effectively the equipments and materials present in science laboratories, proposes solutions and alternatives for missing or broken materials, eliminates the laboratory waste by taking necessary safety precautions
5Implements teaching activities that can give students insight about the historical developmenst and nature of science.
6Implements teaching activities that can give students insight about the interaction between the scientific and technological developments, society and environment
7Examines the science curriculum in terms of its vision, mission, learning areas, and objectives, follows the developments in the program and relates these developments with the developments in the history of Turkish National Education.X
8Selects the proper one among different teaching strategies, methods and techniques by considering the aims of science curriculum and student characteristics, and implements these in a way that ensure classroom management.
9Plans the teaching process by considering the physical, cognitive, affective and cultural characteristics, misconceptions about the science topics, learning styles, strengths, weaknesses, interests and needs of student
10Designs activities that improve scientific and technological literacy level and higher order thinking skills like critical thinking, creative thinking, analytical thinking skills of students
11Develops diagnostic, formative or summative measurement and assessment instrument at every steps of learning-teaching process by considering different learning areas of the science curriculum or selects and implements the appropriate one among current instruments.
12Uses traditional measurement and assessment instruments that measure knowledge as well as alternative and authentic measurement and assessment instruments that measure knowledge and skills while evaluating learning and teaching process in science
13Uses appropriate statistical techniques to evaluate and interpret data obtained from a research process or a measurement instrument.
14Plans the steps of research process to solve a problem in education process or daily life; selects and implements an appropriate research method and reports the whole research.
15Benefits from information and communication technologies to access and share information, to increase the efficiency of instruction, and to follow current debates and innovations.
16Designs instructional equipment and materials which support teaching process by considering the aim of science curriculum; selects and uses appropriate one among current equipment and materials
17Organizes activities which can create awareness in students about local and universal problems in social, environmental, scientific and socioscientific areas and takes an active part in related projects.
18Designs activities that can create positive attitudes and values in students about science and technology in the light of Atatürk revolutions and principles, fundamental purposes and principles of Turkish National EducationX
19Uses Turkish efficiently to teach science related topics and to communicate in both written and verbal language as well as uses a foreign language sufficiently to follow the information in his/her area or to communicate with his/her colleagues.
20Works in cooperation with school administration, colleagues, student parents and other related partners to carry out the instructional process efficiently both in and outside of the school.X
 -- NAME OF LECTURER(S)
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 -- WEB SITE(S) OF LECTURER(S)
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 -- EMAIL(S) OF LECTURER(S)
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