Information Package / Course Catalogue
| Course Code | : EPÖ501 |
| 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 |
To comprehend the basic concepts about the curriculum development, to comprehend bases of curriculum development, to do a need analysis for a curriculum design, to choose a design and a model in curriculum development process, to prepare and evaluate a curriculum design.
The basic concepts of curriculum development; historical, philosophical, and social bases of curriculum development, curriculum development approaches and models, need assesment and evaluation in education, planning curriculum development, the processes of curriculum design, applying the curriculum, continuing the curriculum, new approaches in curriculum development and the effects of new trends to the process, reviewing curriculum researches, to prepare and to evaluate a curriculum design sample.
| Prof. Kerim GÜNDOĞDU |
| 1. | Knowledge of the fundemantal concepts of curriculum development |
| 2. | To be able to explain the relationship between curriculum development and the other sciences |
| 3. | To be able to explain the relation among curriculum components |
| 4. | To be able to compare basic curriculum development approches |
| 5. | To be able to analyze the basic curriculum development models |
| 6. | To be able to plan curriculum development process |
| 7. | To be able to do a need assessment about a curriculum |
| 8. | To be able to prepare a curriculum for preschool, primary school, secondary school or high school |
| 9. | To be able to apply the curriculum which is developed / prepared. |
| 10. | To be able to analyze the components of curriculum to bring continuity to the curriculum |
| 11. | To be able to define the problems in curriculum development occuring during the application of the curriculum |
| 12. | To be able to define the relations between curriculum development and the new approaches |
| 13. | To be able to criticize the curriculum with respect to some criterias |
| 14. | To be enthusiastic to follow the literature about the curriculum development |
| 1. | Açıkgöz, Kamile Ün. (1996). Etkili Öğrenme ve Öğretme. İzmir: Kanyılmaz Matbaası. |
| 2. | Bilen, Mürüvvet (2002). Plandan Uygulamaya Öğretim. Anı Yayıncılık. Ankara. |
| 3. | Bloom, Benjamin. (1979). İnsan Nitelikleri ve Okulda Öğrenme. translated by: D. A. Özçelik Ankara: MEB Yayınevi |
| 4. | Demirel, Özcan. (2005). Kuramdan Uygulamaya Eğitimde Program Geliştirme. Sekizinci Baskı. Ankara: Pegem Yayıncılık |
| 5. | Demirel, Özcan. (2006). Plandan Değerlendirmeye Öğretme Sanatı. Geliştirilmiş 10. Baskı. Ankara: Pegem A Yayınları. |
| 6. | Demirel, Özcan, S. Sadi Seferoğlu ve Esed Yağcı. (2001). Öğretim Teknolojileri ve Materyal Geliştirme. Ankara: Pegem A Yayıncılık. |
| 7. | Doğan, Hıfzı. (1997). Eğitimde Program ve Öğretim Tasarımı. Ankara: Önder Matbaacılık. |
| 8. | Erden, Münire. Eğitimde Program Değerlendirme. Pegema Yayıncılık. Ankara. 2000. |
| 9. | Erginer, Ergin. (2000). Öğretimi Planlama ve Değerlendirme. Ankara: Anı Yayıncılık. |
| 10. | Gözütok, Dilek. (2000). Öğretmenliğimi Geliştiriyorum. Ankara: Siyasal Yayınları. |
| 11. | Bloom, B. S., Madaus, G. F., and J. T. Hastings. (1981). Evaluation to Improve Learning. New York: R.R. Donnelley & Sons Company. |
| 12. | Bloom, B.S., Engelhart, M. D., Furst, E. J., Hill W. H. and D. R. Krathwohl. (1972). Taxonomy of Educational Objectives. N.Y.: David McKay Comp. |
| 13. | Ornstein, A.C. and F.B. Hunkins. (1988). Curriculum: Foundations, Principles and Issues. New Jersey: Prentice Hall |
| 14. | Romiszowski, A.J. (1981). Designing Instructional Systems. New York: Nichols Publishing Company. |
| 15. | Saylor, J.G., Alexander, W. M. and A.J. Lewis. (1981). Curriculum Planning for Better Teaching and Learning. 4th edition. NY: Holt, Rinehart&Winston. |
| 16. | Weis, L., Cornbleth, C., Zeinchner, K. M., Apple M. W.(1990). Curriculum for Tommorrow’s Schools. N.Y.: GSE Publications |
| 17. | Worthen, Sanders. Educational Evaluation: Theory and Practice. Charles A. Jones Publishing Company. Ohio |
| Type of Assessment | Count | Percent |
|---|---|---|
| Midterm Examination | 1 | %20 |
| Final Examination | 1 | %60 |
| Attending Lectures | 14 | %10 |
| Assignment | 7 | %10 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 0 | 3 | 42 |
| Assignment | 7 | 3 | 1 | 28 |
| Reading | 7 | 3 | 1 | 28 |
| Individual Work | 1 | 1 | 0 | 1 |
| Midterm Examination | 1 | 10 | 1 | 11 |
| Final Examination | 1 | 15 | 1 | 16 |
| TOTAL WORKLOAD (hours) | 126 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | |
OÇ-1 | 5 | 4 | 4 | 4 | 5 | 4 | 4 | 5 | 5 |
OÇ-2 | 4 | 5 | 5 | 5 | 4 | 4 | 5 | 4 | 4 |
OÇ-3 | 4 | 5 | 4 | 5 | 5 | 5 | 5 | 5 | 5 |
OÇ-4 | 5 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 |
OÇ-5 | 4 | 4 | 5 | 5 | 5 | 4 | 4 | 4 | 5 |
OÇ-6 | 4 | 4 | 5 | 4 | 4 | 5 | 5 | 5 | 4 |
OÇ-7 | 5 | 5 | 5 | 5 | 4 | 5 | 4 | 4 | 4 |
OÇ-8 | 5 | 5 | 4 | 5 | 5 | 4 | 4 | 4 | 4 |
OÇ-9 | 5 | 5 | 5 | 5 | 4 | 4 | 5 | 4 | 5 |
OÇ-10 | 5 | 4 | 5 | 4 | 5 | 4 | 4 | 5 | 5 |
OÇ-11 | 4 | 4 | 5 | 5 | 4 | 4 | 4 | 4 | 5 |
OÇ-12 | 5 | 5 | 5 | 4 | 4 | 5 | 5 | 5 | 5 |
OÇ-13 | 5 | 5 | 4 | 5 | 4 | 5 | 4 | 4 | 5 |
OÇ-14 | 4 | 5 | 4 | 4 | 5 | 5 | 4 | 5 | 5 |