GAZI UNIVERSITY INFORMATION PACKAGE - 2019 ACADEMIC YEAR

COURSE DESCRIPTION
CURRICULUM DEVELOPMENT AND TEACHING/KİM403M
Course Title: CURRICULUM DEVELOPMENT AND TEACHING
Credits 3 ECTS 3
Semester 7 Compulsory/Elective Compulsory
COURSE INFO
 -- LANGUAGE OF INSTRUCTION
  Turkish
 -- NAME OF LECTURER(S)
  Prof. Dr. Leyla KÜÇÜKAHMET
 -- WEB SITE(S) OF LECTURER(S)
  http://w3.gazi.edu.tr/~kleyla/
 -- EMAIL(S) OF LECTURER(S)
  kleyla@gazi.edu.tr
 -- LEARNING OUTCOMES OF THE COURSE UNIT
Defines related basic concepts of curriculum and instruction
Compares the curriculum development models.
Understands the relationship between the main components of curriculum
Sorts the historical development of curriculum development.
Explains the basics of curriculum development.
Compares models and approaches of curriculum evaluation.
 -- MODE OF DELIVERY
  This course is conducted only in the form of face to face education.
 -- PREREQUISITES AND CO-REQUISITES
  There is no prerequisite or co-requisite of this course.
 -- RECOMMENDED OPTIONAL PROGRAMME COMPONENTS
   There are no recommended courses related to this course.
 --COURSE CONTENT
1. Week  Basic Concepts
2. Week  Historical, social, psychological, economic and individual foundations of curriculum development.
3. Week  Philosophical foundations of curriculum development.
4. Week  Curriculum development design.
5. Week  Needs Analysis
6. Week  Curriculum development process
7. Week  Midterm Exam
8. Week  Objectives, purpose and achievementtaxonomy, approaches, important spots
9. Week  Content and content writing approaches
10. Week  Learning process and key issues in curriculum development
11. Week  Curriculum evaluation approaches
12. Week  Curriculum development models
13. Week  Alternative Approaches in Curriculum Development
14. Week  Investigation of Turkish Curriculum
15. Week  
16. Week  
 -- RECOMMENDED OR REQUIRED READING
  Demirel, Ö. (2012), Eğitimde Program Geliştirme. Ankara: Pegem Yayıncılık, 2012. Tyler, R.W.,The Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Pres, 1949. Taba, H. Curriculum Development: Theory and Practice. New York: Harcourt, Brace and World, 1962. 2004 MEB Sosyal Bilgiler Programı 1999,Özcan Demirel, Program Geliştirme, Ankara. Ertürk, S., Eğitimde Program Geliştirme. Ankara: Meteksan Lmt.Şti, 1982. Varış, F., Eğitimde Program Geliştirme: Teori ve Teknikler. Ankara: Alkım Yay.,1994
 -- PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
   Lecture, Question and Answer, Discussion, Individual Study
 -- WORK PLACEMENT(S)
  None
 -- ASSESSMENT METHODS AND CRITERIA
 
Quantity
Percentage
 Mid-terms
1
40
 Assignment
0
0
 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
2
28
 Practising Hours of Course Per Week
0
 Reading
3
3
9
 Searching in Internet and Library
3
3
9
 Designing and Applying Materials
0
 Preparing Reports
4
3
12
 Preparing Presentation
4
3
12
 Presentation
5
2
10
 Mid-Term and Studying for Mid-Term
1
3
3
 Final and Studying for Final
1
3
3
 Other
0
 TOTAL WORKLOAD: 
86
 TOTAL WORKLOAD / 25: 
3.44
 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.X
2Explains the working principles of the methods or the devices used the analysis or the syntheses of substances.X
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.X
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.X
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 chemistryX
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 educationX
16Follows and uses the latest developments related to the teaching profession and knows a foreign language enough to correspond with his/her counterpartsX
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.X