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Description of Individual Course Units| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | SIE108 | Philosophy for Children in Primary School | Elective | 1 | 2 | 6 |
| | Level of Course Unit | | Second Cycle | | Objectives of the Course | | Participants “What is thinking? Philosophy and children, philosophy for children, philosophy texts for children, philosophy studies for children in Turkey and in the world, having knowledge about the role of teacher in philosophy for children and how to benefit from philosophy for children in primary school lessons, primary school curriculum and philosophy for children They will have knowledge and skills on applied examples. | | Name of Lecturer(s) | | Dr. Öğr. Üyesi Celal BOYRAZ | | Learning Outcomes | | 1 | 1. Will be able to define concepts such as thinking, philosophy, philosopher, philosophy for children, | | 2 | 2. Will be able to have information about the studies on Philosophy for Children in Turkey and in the World, | | 3 | 3. Will be able to comprehend the role of teacher in Philosophy education for children. | | 4 | 4. Recognize the features of texts that can be used in Philosophy education for children, | | 5 | Children as a teaching approach in primary school lessons. | | 6 | 6. Will be able to prepare plans for philosophy applications for children in primary school lessons. |
| | Mode of Delivery | | Normal Education | | Prerequisites and co-requisities | | | Recommended Optional Programme Components | | | Course Contents | | 1. Will be able to define concepts such as thinking, philosophy, philosopher, philosophy for children,
2. Will be able to have information about the studies on Philosophy for Children in Turkey and in the World,
3. Will be able to comprehend the role of teacher in Philosophy education for children.
4. Recognize the features of texts that can be used in Philosophy education for children,
5. Will be able to present ideas on how to use Philosophy for Children as a teaching approach in primary school lessons.
6. Will be able to prepare plans for philosophy applications for children in primary school lessons. | | Weekly Detailed Course Contents | |
| 1 | The purpose, importance, content, presentation of the course and general principles regarding the conduct of the course | | | | 2 | What is thinking? Why is the development of thinking skills important in education? | | | | 3 | The relationship between children and philosophy, Can children do philosophy? | | | | 4 | Thinking education programs and Philosophy for Children | | | | 5 | Philosophy for Children as a curriculum and teaching approach | | | | 6 | Philosophy studies for Children in Turkey and in the World, | | | | 7 | The role of the teacher in Philosophy education for children | | | | 8 | The role of the teacher in Philosophy education for children | | | | 9 | Elementary school lessons and Philosophy for Children | | | | 10 | Elementary school lessons and Philosophy for Children | | | | 11 | Elementary school lessons and Philosophy for Children | | | | 12 | Philosophy for Children implementations | | | | 13 | Philosophy for Children implementations | | | | 14 | Philosophy for Children implementations | | |
| | Recommended or Required Reading | | • Boyraz, C. (2019). İlkokulda çocuklarla felsefe uygulamaları: Bir eylem araştırması. Yayımlanmamış doktora tezi. Eskişehir. Anadolu Üniversitesi
• Boyacı, N. P., Karadağ, F. ve Gülenç, K. (2018). Çocuklar için felsefe / Çocuklarla Felsefe: Felsefi metotlar, uygulamalar ve amaçlar. Kaygı. (31), 145-173
• Akkocaoğlu Çayır, N. (2015a). Çocuklar için felsefe. Cito Eğitim: Kuram ve Uygulama, 27, 17-28
• Akkocaoğlu Çayır, N. (2015b). Çocuklar İçin Felsefe Eğitimi üzerine nitel bir araştırma Yayınlanmamış doktora tezi. Hacettepe Üniversitesi, Ankara
• Akkocaoğlu Çayır, N. (2018). Philosophy for children in teacher education: Effects, difficulties and recommendations. International Electronic Journal of Elementary Education. 11(2), 173-180.
• Akkocaoğlu, N. and Celepoğlu, A. (2014). Views of primary school teachers on philosophy books prepared for children. Procedia Social and Behavioral Sciences, 116, 2498-2503. doi:10.1016/j.sbspro.2014.01.600
• Çotuksöken, B. (2015). Düşünme eğitiminin güncel durumu ve sorunları. B. Çotuksöken, ve H. Tepe (Editörler), Çocuklar için felsefe eğitimi içinde (s. 35-48). Ankara: Türkiye Felsefe Kurumu.
• Erdoğan, P. (2018). Çocuklarla Felsefe yaklaşımının düşünsel, tarihi ve sosyal temelleri üzerine bir inceleme. Yayımlanmamış yüksek lisans tezi. Ankara: Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü.
• Fisher, R. (2001). Philosophy in primary schools: Fostering thinking skills and literacy. Reading, 35(2), 67-73.
• Fisher, R. (2013). Teaching thinking: Philosophical enquiry in the classroom, London: Bloomsbury Publishing.
• Gregory, M. (2008). Philosophy for children: Practitioner handbook. Montclair, USA: IAPC Publication.
• Gönül, L. (2013). Çocuklar için Shakespeare ile felsefe: Atinalı Timon. Ankara: ODTÜ Yayıncılık.
• Juuso, H. (2007). Child, philosophy and education. Oulu: Oulu University Press.
• Karadağ, F. ve Demirtaş V. Y. (2018). Çocuklarla felsefe öğretim programının okul öncesi dönemdeki çocukların eleştirel düşünme becerileri üzerindeki etkililiği. Eğitim ve Bilim, 43(195), 19-40.
• Lipman, M. (1976). “Philosophy for Children.” Metaphilosophy 7(1), 17-39.
• Lipman, M. (2003). Thinking in education. New York: Cambridge University Pres.
• Lone, M. J. (2017). Filozof çocuk. (Çev. G. Arıkan). İstanbul: Sola Yayınları.
• McCall, C. C. (2017). Düşünmeyi dönüştürmek-İlk ve orta sınıflarda felsefi sorgulama. (Çev. Edt. K. Gülenç ve N.P. Boyacı). Ankara: Nobel Yayınları.
• Taşdelen, V. (2014). Felsefenin gülümseyen yüzü: Çocuklarla Felsefe. Türk Dili. 14(4), 562-568.
• Tepe, H. (2015). UNESCO verileri ışığında Dünya’da çocuklar için felsefe. B. Çotuksöken ve H. Tepe (Editörler). Çocuklar için felsefe eğitimi içinde, (s. 77-94), Ankara: Türkiye Felsefe Kurumu Yayınları.
• Gopnik, A. (2012). Filozof bebek. Gün yayıncılık.
• Akkocaoğlu Çayır, N. (2020). Öğretmenler için Çocuklarla Felsefe Rehberi. Ankara: Pegem Akademi | | Planned Learning Activities and Teaching Methods | | | Assessment Methods and Criteria | |
| Midterm Examination | 1 | 30 | | Makeup Examination | 1 | 20 | | Attending Lectures | 1 | 10 | | Question-Answer | 1 | 5 | | Report Presentation | 1 | 5 | | Criticising Paper | 1 | 10 | | Reading | 1 | 10 | | Homework | 1 | 10 | | SUM | 100 | |
| Final Examination | 1 | 45 | | Report | 10 | 20 | | Report Presentation | 10 | 15 | | Individual Study for Final Examination | 10 | 20 | | SUM | 100 | | Term (or Year) Learning Activities | 30 | | End Of Term (or Year) Learning Activities | 70 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | |
| | Workload Calculation | |
| Midterm Examination | 1 | 1 | 1 | | Final Examination | 1 | 2 | 2 | | Question-Answer | 3 | 10 | 30 | | Report Preparation | 2 | 15 | 30 | | Report Presentation | 2 | 15 | 30 | | Criticising Paper | 2 | 15 | 30 | | Individual Study for Mid term Examination | 1 | 5 | 5 | | Individual Study for Final Examination | 1 | 5 | 5 | | Reading | 3 | 15 | 45 | |
| Contribution of Learning Outcomes to Programme Outcomes | | | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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