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
Students who takes this course concieves the relation between history and education, Turkısh education system in history
Learn the scope and content of Turkish education history.
Students learn the meaning of education and teaching, scope and content of the course.
Students compare the pre-Islamic Turkish education system with the post-Islamic system.
Students learn about the general features of the Ottoman education system.
The students explain the important educators on the history of Turkish education and their contribution to the education system.
Students realize the developments recorded after 1970 in the Turkish education system.
 -- MODE OF DELIVERY
  The mode of delivery of this course is Face to face
 --WEEKLY SCHEDULE
1. Week  Education concepts, scope and meaning changes in different cultures throughout history and education history before Turks became Muslims
2. Week  The way of life of the Turks in the pre-Islamic period and properties of education, education in Karakhanids, the place of Farabi, Ibn Sina and Mahmud
3. Week  Education in Seljuks and Anatolian principalities, Ahi and its place in the history of Turkish education
4. Week  Primary education, palace education military training, education in minority and foreign schools and public education in the Ottoman
5. Week   Midterm exam
6. Week  Administrative organization of education in the Ottoman Empire, the place of Foundation in Turkish education history, sending students to Europe
7. Week  Education during the Tanzimat period, the comparison of education in Constitutional and Absolutism period
8. Week  The place of Emrullah Efendi, Satı Bey, Prince Sabahattin, Ismail Hakki Baltacıoğlu in the history of Turkish education, the impact of teachers
9. Week  Tevhid-i Tedrisat, Atatürk's place in the history of Turkish education
10. Week  Primary education, secondary education, special education innovation and development in the Republican period, Training of administrative organization
11. Week  The place and impact of the Village Institutes Turkish education in Turkish education history, teacher training policy in Republican period.
12. Week  The main educators of the Republican era, The analysis of Turkey-EU relations in terms of education history
13. Week   The main educators of the Republican era, The analysis of Turkey-EU relations in terms of education history
14. Week  Atatürk's vision of education
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
14
2
28
 Weekly Tutorial Hours
0
 Reading Tasks
6
7
42
 Searching in Internet and Library
1
3
3
 Material Design and Implementation
0
 Report Preparing
0
 Preparing a Presentation
0
 Presentation
0
 Midterm Exam and Preperation for Midterm Exam
1
2
2
 Final Exam and Preperation for Final Exam
1
3
3
 Other (should be emphasized)
0
 TOTAL WORKLOAD: 
78
 TOTAL WORKLOAD / 25: 
3.12
 Course Credit (ECTS): 
3
 -- COURSE'S CONTRIBUTION TO PROGRAM
NO
 PROGRAM LEARNING OUTCOMES
1
2
3
4
5
1Perceives the structure, features, classification and the changes of the matter and explains the related concepts, models, principles, theories and laws used.
2Explains the working principles of the methods or the devices used the analysis or the syntheses of substances.
3Establishes the link between the philosophy, sociology, psychology and history and the science of chemistry and explains the importance of scientific knowledge.X
4Relates between knowledge in chemistry and other disciplines.X
5Describes teaching techniques and strategies such as inquiry , concept maps, meaning analyzing tables, argumentation and guess-observe –explain techniques by the use of relevant examples from chemical science topics to 9-12 year students.
6Perceives the behavioral, descriptive , socio-cognitive and neuropsychological learning concepts and their limitations and explains their reflections to the chemistry teaching and learning process.X
7Investigates the contribution of the national and international cultures upon the various branches of science and especially chemistry and explains the viewpoints of these cultures on the current disputable social science subjects.X
8Realizes the problems related to the chemistry and chemical education, analyses them and develops solution by the use of scientific research techniques.X
9Analyses the pre-knowledge of and the learning difficulties of the students related to chemistry and applies to relevant teaching techniques and methods according to the capacity and the skills of the students.
10Prepares models, games , experimental set ups and visual lecture notes related to chemistry for the contribution of the cognitive, descriptive and psychomotor skills of the studentsX
11Develops and applies alternative and authentic techniques such as open ended, multiple choice , fill the gaps , descriptive, branched tree and constructed grid questions for the evaluation of the learning outcomes of the various subjects of chemistry
12Designs and implements an individual research for the solution of the any problem in teaching any chemistry concepts and carries out mutual projects in close coordination with his/her counterparts to contribute the chemistry and chemistry educationX
13Defines the metacognitive activities such as self-regulation and self-evaluation to evaluate the knowledge in chemistry and chemistry educationX
14Adapts the motto of lifelong learning as his/her lifestyle and effectively utilizes the internet systems to follow the new developments related to the chemistry and chemistry educationX
15Follows and effectively uses the latest developments in the information technology related to the solutions of the problems encountered in chemistry and chemistry education
16Follows and uses the latest developments related to the teaching profession and knows a foreign language enough to correspond with his/her counterparts
17Realizes and uses the basic principles, values and virtues upon which the Turkish Education system is foundedX
18Uses new knowledge and information in order to improve him/herself and develop his/her institutionX
19Acts in accordance with the ethical and cultural values of the democratic and scientific society in all the applications related to chemistry and its educationX
20Has a sufficient knowledge to protect the health and life of his/her students and staff working in his/her institution and takes necessary precautions in the laboraties.
 -- 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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