| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | MB-SEÇ9 | Curriculum Development in Education | Elective | 4 | 7 | 4 |
|
| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| To be able to understand program development approaches, models and processes and the relationships between them.
Ability to evaluate the general structure of training programs, their foundations and the relationships between program development processes.
Becoming literate in the social studies course curriculum. |
| Name of Lecturer(s) |
| Dr. Öğr. Üyesi Memet KUZEY |
| Learning Outcomes |
| 1 | Gaining information about the general structure of training program development | | 2 | Understanding the principles of training program development | | 3 | Ability to apply curriculum development processes. | | 4 | Being program literate. | | 5 | Ability to explain goals and target approaches in program development. | | 6 | Ability to explain the principles regarding content and content selection in program development. | | 7 | Ability to explain learning-teaching processes and approaches in program development. | | 8 | To be able to explain evaluation and evaluation approaches in program development. | | 9 | Ability to analyze program development and evaluation studies in Turkey. |
|
| Mode of Delivery |
| Normal Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| Basic concepts about program development;
Theoretical foundations of program development; program types;
Philosophical, social, historical, psychological and economic foundations of curriculum;
Characteristics of program development and teaching programs;
Stages of program development;
Basic elements of the program (goal, content, process, evaluation) and the relationships between the elements;
Classification of objectives and their relationship with the elements of the program;
content editing approaches; identification of training needs;
Program development process and models;
Curriculum design approaches; program evaluation models;
Program literacy;
Duties and responsibilities of teachers in the development of curriculum;
Features of MEB curriculum;
Implementation of teaching programs;
New approaches and trends in program development in the world and in Turkey. |
| Weekly Detailed Course Contents |
|
| 1 | Basic concepts of program development | | | | 2 | | | | | 3 | Theoretical foundations of program development | | | | 4 | Social and economic foundations of program development | | | | 5 | Curriculum design and models | | | | 6 | Curriculum design and models | | | | 7 | Program development processes | | | | 8 | Term Midterm Exam | | | | 9 | Goal setting: cognitive, affective and psychomotor domains | | | | 10 | Needs determination approaches and techniques | | | | 11 | Goal setting: cognitive, affective and psychomotor domains | | | | 12 | Editing the content | | | | 13 | Organizing educational situations | | | | 14 | Program evaluation process | | | | 15 | Program evaluation process | | | | 16 | End of Term Exam | | |
|
| Recommended or Required Reading |
| Peter F. Oliva , William R. Gordon, II (2018). program geliştirme (Çev. Ed. Kerim Gündoğdu). Ankara: Pegem Akademi
Özcan Demirel (2019). Eğitimde program geliştirme kuramdan uygulamaya. Ankara: Pegem Akademi
Hasan Şeker (2019). Eğitimde program geliştirme. Ankara: Anı |
| Planned Learning Activities and Teaching Methods |
|
| Assessment Methods and Criteria | |
| Midterm Examination | 1 | 100 | | SUM | 100 | |
| Final Examination | 1 | 100 | | SUM | 100 | | Term (or Year) Learning Activities | 40 | | End Of Term (or Year) Learning Activities | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
|
| Workload Calculation |
|
| Midterm Examination | 1 | 1 | 1 |
| Final Examination | 1 | 2 | 2 |
| Attending Lectures | 14 | 2 | 28 |
| Self Study | 7 | 2 | 14 |
| Individual Study for Mid term Examination | 14 | 2 | 28 |
| Individual Study for Final Examination | 14 | 3 | 42 |
|
| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 3 | 5 | 3 | 1 | 2 | 4 | 1 | 4 | 3 | 3 | 4 | 4 | 2 | 3 | | | | | | | | | LO2 | 3 | 5 | 3 | 2 | 2 | 4 | 1 | 4 | 3 | 3 | 4 | 5 | 4 | 3 | | | | | | | | | LO3 | 3 | 5 | 3 | 1 | 2 | 4 | 1 | 4 | 3 | 3 | 4 | 5 | 3 | 3 | | | | | | | | | LO4 | 5 | 5 | 5 | 1 | 2 | 4 | 1 | 5 | 3 | 3 | 5 | 4 | 3 | 4 | | | | | | | | | LO5 | 4 | 5 | 4 | 1 | 2 | 4 | 1 | 3 | 3 | 3 | 3 | 4 | 3 | 4 | | | | | | | | | LO6 | 4 | 5 | 4 | 1 | 2 | 4 | 1 | 3 | 3 | 3 | 4 | 4 | 3 | 4 | | | | | | | | | LO7 | 4 | 5 | 4 | 1 | 2 | 4 | 1 | 3 | 3 | 3 | 4 | 5 | 2 | 4 | | | | | | | | | LO8 | 4 | 5 | 4 | 1 | 2 | 4 | 1 | 3 | 3 | 3 | 5 | 5 | 1 | 4 | | | | | | | | | LO9 | 5 | 5 | 4 | 1 | 2 | 5 | 1 | 4 | 3 | 3 | 3 | 4 | 3 | 4 | | | | | | | |
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| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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