
| Course Code | : İSÖ501 |
| Course Type | : Area Elective |
| Couse Group | : Second Cycle (Master's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 3 |
| Prt. | : 0 |
| Credit | : 3 |
| Lab | : 0 |
| ECTS | : 5 |
In this course it is aimed that Be able to understand program development concepts, Be able to understand the program developing approaches and models, Be able to understanding the planning, preparing and trying processes of program developing, Be able to make program gain continuity Be able to understand the new approaches and their effects to the program development Be able to examine the various program developing studies, Be able to gain the basic knowledge about preparing and evaluating a program designment
It is a general method course for curriculum development and methods of instruction. This course aims to provide some information about "what to teach", "how to teach", and planning the context for teaching and learning with the goal of providing an integrated approach in instruction. In our schools today, we are given the opportunities to interact with all students. In our preparation for instruction, we need to incorporate the idea of interventions (accommodations and modifications) in the design of instruction to teach all learners. This course ensures that pre-service teachers gain a broad knowledge in the methods of instruction. Additionally, this course includes program developing and evaluating theories and applications
| 1. | Be able to understand basic knowledge of program developing concepts |
| 2. | Be able to understand the philosophy of program developing |
| 3. | Be able to understand the certain program development approaches and compare them |
| 4. | Be able to understand the relationship among the program development elements |
| 5. | Be able to understand the program evaluation models |
| 6. | Be able to tell the basic program development steps |
| 7. | Be able to evaluate the basic program models |
| 1. | Varış, Fatma. (1996). Eğitimde “Program” Geliştirme Teori ve Teknikler. Ankara: Alkım Yayıncılık |
| 2. | Ornstein, Allan, C., Pajak Edward F. and Ornstein, Stacey B.(2007). Curriculum: Contemporary and Issues ın. Pearson, USA. |
| 3. | Posner, G.J. (1995). Analyzing the Curriculum. New York: Mc Graw Hill, Inc |
| 4. | Pratt, David. (1980). Curriculum: Design and Development. San Diego: Harcourt Brace Jovanovich Pub. |
| 5. | Saylor, J.G., Alexander, W. M. and A.J. Lewis. (1981). Curriculum Planning for Better Teaching and Learning. 4th edition. NY: Holt, Rinehart&Winston. |
| 6. | Tyler, Ralph W. (1949). Basic Principles of Curriculum and Instruction. Chicago: Chicago Press. |
| Type of Assessment | Count | Percent |
|---|---|---|
| Term Assignment | 1 | %20 |
| Midterm Examination | 1 | %20 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 0 | 3 | 42 |
| Term Project | 5 | 0 | 4 | 20 |
| Reading | 14 | 0 | 3 | 42 |
| Midterm Examination | 1 | 10 | 1 | 11 |
| Final Examination | 1 | 12 | 1 | 13 |
| TOTAL WORKLOAD (hours) | 128 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | PÇ-11 | PÇ-12 | PÇ-13 | |
OÇ-1 | 5 | 2 | 1 | ||||||||||
OÇ-2 | 2 | 1 | 3 | 3 | 3 | ||||||||
OÇ-3 | 5 | 3 | 3 | 3 | 3 | ||||||||
OÇ-4 | 3 | 2 | 3 | ||||||||||
OÇ-5 | 3 | 3 | 2 | 3 | 1 | ||||||||
OÇ-6 | 5 | 3 | 3 | ||||||||||
OÇ-7 | 2 | 3 | 4 | 5 | 3 | ||||||||