GAZI UNIVERSITY INFORMATION PACKAGE - 2019 ACADEMIC YEAR

COURSE DESCRIPTION
IMPROVING PROGRAMME AND INSTRUCTION/FEL215M
Course Title: IMPROVING PROGRAMME AND INSTRUCTION
Credits 3 ECTS 3
Semester 3 Compulsory/Elective Compulsory
COURSE INFO
 -- LANGUAGE OF INSTRUCTION
  Turkish
 -- NAME OF LECTURER(S)
  Will be determined
 -- WEB SITE(S) OF LECTURER(S)
  --
 -- EMAIL(S) OF LECTURER(S)
  --
 -- LEARNING OUTCOMES OF THE COURSE UNIT
Knows the basic concepts of program development.
Illustrates the scientific basis for curriculum development.
Understands approaches to design education programs.
Detect differences by comparing models of curriculum development in education.
Describes processes related to curriculum development planning.
Explains the process of preparing the draft program operations, respectively.
Establishes a relationship between philosophy curriculum and program development processes.
 -- MODE OF DELIVERY
  The mode of delivery of this course is Face to face
 -- PREREQUISITES AND CO-REQUISITES
  There is no prerequisite or co-requisite for this course.
 -- RECOMMENDED OPTIONAL PROGRAMME COMPONENTS
  There is no recommended optional programme component for this course.
 --COURSE CONTENT
1. Week  Basic concepts of curriculum development
2. Week  Curriculum development and curriculum development process.
3. Week  Instructional planning process.
4. Week  Relationship between education and curriculum, contributions of curriculum to the teaching process.
5. Week  Theoretical foundations of curriculum development
6. Week  Program design approaches
7. Week  Models of curriculum development
8. Week  Program development planning.
9. Week  Teaching of Philosophy and Philosophy Curriculums.
10. Week  Components of program design
11. Week  Components of program design
12. Week  Cognitive and Affective Goals in Teaching of Philosophy and Philosophy Curriculum.
13. Week  Relationship between goals and content in Teaching of Philosophy and Philosophy Curriculum.
14. Week  Testing, assessment and improvement of curriculum.
15. Week  
16. Week  
 -- RECOMMENDED OR REQUIRED READING
  Demirel, Özcan. (2008). Eğitimde Program Geliştirme. Ankara: PegemA Yayıncılık. Erden, Münire. (2008). Eğitimde Program Değerlendirme. Ankara: Anı Yayıncılık. Ertürk, Selahattin. (1998), Eğitimde Program Geliştirme, Ankara:Meteksan A.Ş. Küçükahmet, Leyla. (2007). Program Geliştirme ve Öğretim. Ankara: Nobel Yayıncılık. Özçelik, Durmuş Ali. (2010). Eğitim Programları ve Öğretim. Ankara: PegemA Yayıncılık. Tazebay, Attila. (2000). İlköğretim Programları ve Gelişmeler. Ankara: Nobel Yayıncılık. Uzunboylu, Hüseyin ve Hürsen, Çiğdem. (2008). Eğitim Programları ve Değerlendirilmesi. Ankara: Öğreti Yayınları. Varış, Fatma. (1978), Eğitimde Program Geliştirme, Ankara: Ankara Üniversitesi Eğitim Fakültesi Yayınları No:75
 -- PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
  Lecture, Discussion, Question & Answer, Text Analysis
 -- WORK PLACEMENT(S)
  None
 -- ASSESSMENT METHODS AND CRITERIA
 
Quantity
Percentage
 Mid-terms
1
20
 Assignment
1
20
 Exercises
0
0
 Projects
0
0
 Practice
0
0
 Quiz
0
0
 Contribution of In-term Studies to Overall Grade  
40
 Contribution of Final Examination to Overall Grade  
60
 -- WORKLOAD
 Efficiency  Total Week Count  Weekly Duration (in hour)  Total Workload in Semester
 Theoretical Study Hours of Course Per Week
14
3
42
 Practising Hours of Course Per Week
0
 Reading
8
1
8
 Searching in Internet and Library
8
2
16
 Designing and Applying Materials
0
 Preparing Reports
0
 Preparing Presentation
0
 Presentation
0
 Mid-Term and Studying for Mid-Term
1
3
3
 Final and Studying for Final
1
4
4
 Other
0
 TOTAL WORKLOAD: 
73
 TOTAL WORKLOAD / 25: 
2.92
 ECTS: 
3
 -- COURSE'S CONTRIBUTION TO PROGRAM
NO
 PROGRAM LEARNING OUTCOMES
1
2
3
4
5
1Students have got the sufficiency about "department of philosophy and related fields teaching" and "educational sciences". They know the laws and rules about their profession.X
2Students take the theoretical and practical knowledge which is interested in "department of philosophy and related fields teaching" and "educational sciences" to solve the educational problems.X
3Students determine the educational problems and offer a solution these problems. They choose and practise the methods of analytic about these problems.X
4Students explain the theory, the model, the principle and the generalization about philosophy, psychology, sociology and logic. According to this explanation, they declare the basic principles of department of philosophy and related fields teaching.X
5Students know the individual, peripheral and social factors which have an effect on the human relations. By this way, they acquire effective listening, positive feedback and creative problem solving.X
6Students acquire some suffiencies that inquiry, evaluation, decision making, analyse and syntheses, relating between events, comparison, gain a different viewpoint, life-wide learning, logical thinking etc.X
7Students organize activity and material building about related field teaching. They choose and use the educational technology for quality education activity.X
8Students research and evaulate scientifically the notions and the idea about profession of a teacher and the education technology.X
9Students know the basic notion of growing and know the characteristics of adolescence and adult periods.
10Students research related literature and use data bases. They use effectively the library, internet, the museum and the research center.X
11They acquire the skills that learning to learn, self-regulation, life long learning, critical thinking, creative thinking, logical thinking.X
12Students obey the professional and ethical rules and participate in the collusive practices. They protect the values of democratic, social, scientific, cultural and ethical.X