| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | ILA413.23B2 | Contemporary Educational Trends | Elective | 4 | 7 | 3 |
|
| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| Perennialism, essentialism, progressivism, re-constructivism, child-centered education, subject-centered education, constructivism |
| Name of Lecturer(s) |
|
| Learning Outcomes |
| 1 | Students who completed this course succesfully; explain the size of educational philosophy and relationship between education and philosophy | | 2 | Analyzes the theories of philosophy of education. | | 3 | Explain the basic learning theories. | | 4 | Evaluates comparing the different educational theories. |
|
| Mode of Delivery |
| Second Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| Introduction: Philosophy and Education
Education Feedback of Basic schools of Systematic Philosophy
Perennialism in Education
Essentialism in education
Progressivism in Education
Re-constructionism
Education of based on Qualifications and industry
Structure of Quality-Oriented Management in Education and TKY
Different Views related to process and methods of education
Child-Centered Educational Approach
Subject-Centered Educational Approach
Democratic Education Approach
Constructivist Approach |
| Weekly Detailed Course Contents |
|
| 1 | Introduction: Philosophy and Education
| | | | 2 | Education Feedback of Basic schools of Systematic Philosophy | | | | 3 | Perennialism in Education | | | | 4 | Essentialism in education | | | | 5 | Progressivism in Education | | | | 6 | Re-constructionism | | | | 7 | Education of based on Qualifications and industry | | | | 8 | Midterm exam | | | | 9 | Structure of Quality-Oriented Management in Education and TKY | | | | 10 | Different Views related to process and methods of education | | | | 11 | Child-Centered Educational Approach | | | | 12 | Subject-Centered Educational Approach | | | | 13 | Democratic Education Approach
| | | | 14 | Constructivist Approach | | | | 15 | General evaluation
| | | | 16 | Final exam | | |
|
| Recommended or Required Reading |
| Kemal AYTAÇ, Çağdaş Eğitim Akımları, A.Ü. Dil ve Tarih- Coğrafya Fakültesi Yayınları Ankara, 1978.Cavit BİNBAŞIOĞLU, Eğitim Düşüncesi Tarihi, Binbaşıoğlu Yay., Ankara, 1982.Hilmi Ziya ÜLKEN, Eğitim Felsefesi, M.E.B., İstanbul, 1967. |
| 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 | | | Work Placement(s) | | None |
|
| Workload Calculation |
|
| Midterm Examination | 1 | 30 | 30 |
| Final Examination | 1 | 60 | 60 |
|
| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 5 | 5 | 5 | 5 | 5 | 5 | | LO2 | 5 | 5 | 5 | 5 | 5 | 5 | | LO3 | 5 | 5 | 5 | 5 | 5 | 5 | | LO4 | 5 | 5 | 5 | 5 | 5 | 5 |
|
| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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