TÜRKÇE
ENGLISH
Information
| Code | SNFS208 |
| Name | Primary School Textbooks Review |
| Term | 2022-2023 Academic Year |
| Semester | 4. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. AYTEN İFLAZOĞLU SABAN |
| Course Instructor |
1 |
Course Goal / Objective
To ensure that teacher candidates who will prepare books about different courses prepared in accordance with the curriculums will be able to recognize and learn the textbooks they will use in the classroom and the subjects in these books; to be able to evaluate textbooks in terms of purpose, content and effectiveness.
Course Content
Course book, the importance of the course book in the process of education, the relation between the textbook and the curriculum, the properties of the textbook, the textbook review.
Course Precondition
None
Resources
Demirel, Ö. ve Kıroğlu, K. (2021). Ders kitabı incelemesi. Pegem Akademi, Ankara. Kılıç, A., Seven, S. (2002). Konu Alanı Ders Kitabı İncelemesi. Ankara: Pegem A Yayıncılık, Küçükahmet, L. (2003). Konu Alanı Ders Kitabı İnceleme Kılavuzu Ankara: Nobel Yayınevi,
Notes
Ceylan, E. ve Yiğit, B. (2003) Konu Alanı Ders Kitabı İncelemesi. Ankara: Anı Yayıncılık, Şahin,C., Yavuz, N., Karabağ, S., Tertemiz, N. ve ark. (2001) Ders kitabı inceleme kılavuzu (Sosyal Bilgiler) Ankara: Nobel Yayınevi Kılıç, Z. ve ark. (2001) Ders kitabı inceleme kılavuzu (Fen Bilgisi), Güçlü, N. ve ark. (2001) Ders kitabı inceleme kılavuzu (Hayat Bilgisi),Ataman, A. ve ark. (2001) Ders kitabı inceleme kılavuzu (Türkçe), Duman, T. ve ark. (2001) Ders kitabı inceleme kılavuzu (Matematik), Şahin, C. (2003). Ders Kitabı Konu Alanı İncelemesi: Sosyal Bilgiler. Ankara: Gündüz Eğitim ve Yayıncılık.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | To be able to understand the relationship between textbooks and curriculum |
| LO02 | To explain the positive and negative aspects of using textbooks |
| LO03 | To be able to evaluate textbooks in terms of program, language and expression, scientific content and visual arrangement. |
| LO04 | To be able to evaluate the characteristics of a sample textbook based on field knowledge and compatible with the curriculum. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Explains the concepts and principles related to the lessons (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) within the scope of primary school teachers. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | It creates unique learning environments according to the developmental characteristics of students studying in the primary school (1st, 2nd, 3rd, 4th grade). | |
| PLO03 | Bilgi - Kuramsal, Olgusal | Relates important people (scientists, journalists, painters, writers, etc.) in the historical process with educational practices. | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Use appropriate teaching strategies, methods and techniques in the teaching of the courses (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) in the primary school (1st, 2nd, 3rd, 4th grade) curriculum. | |
| PLO05 | Bilgi - Kuramsal, Olgusal | Becomes aware of the contribution of artistic works and studies to student development and reflects them on teaching practices. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Uses scientific process skills in solving problems in the field of primary school teachers. | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Uses appropriate methods and techniques for the development of high-level thinking skills of students. | |
| PLO08 | Bilgi - Kuramsal, Olgusal | Plans, implements and evaluates the teaching-learning process, taking into account the developmental characteristics of students, their individual differences and the characteristics of the subject area. | |
| PLO09 | Bilgi - Kuramsal, Olgusal | It uses different measurement and evaluation methods and techniques in the evaluation of teaching processes and learning products. | |
| PLO10 | Bilgi - Kuramsal, Olgusal | Develops appropriate materials to create effective teaching-learning processes and uses information technologies effectively in this process. | 4 |
| PLO11 | Bilgi - Kuramsal, Olgusal | Takes responsibility both individually and together with other relevant persons (family, teacher, administrator, etc.) in solving the problems encountered while carrying out the teaching processes. | |
| PLO12 | Bilgi - Kuramsal, Olgusal | Develops professional knowledge and skills by self-assessment. | 2 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Evaluates the knowledge gained through individual learning skills with a critical approach. | 5 |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | It meets the educational needs in scientific, cultural, artistic, social and technological fields in line with its interests and abilities. | |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | He/she shares his/her thoughts and suggestions on issues related to his/her field, both orally and in writing. | 4 |
| PLO16 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | It communicates effectively with its stakeholders (students, teacher friends, school management and parents) in the educational process and develops strategies to ensure family participation. | |
| PLO17 | Yetkinlikler - Öğrenme Yetkinliği | In the education-teaching process, it acts in accordance with the general aims and basic principles of education. | |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Within the scope of lifelong learning, it designs projects and activities to improve its students, social environment and society. | |
| PLO19 | Yetkinlikler - Öğrenme Yetkinliği | It follows the scientific, artistic, social, economic and technological phenomena and events that occur in its immediate surroundings, in its country and in the world, and reflects it on its educational practices. | |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | It takes into account the multidisciplinary and interdisciplinary nature of the primary school teachers field in planning, implementing and evaluating instruction. | |
| PLO21 | Yetkinlikler - Alana Özgü Yetkinlik | Gains knowledge and skills of planning, implementing and evaluating instruction in multigrade classes. | |
| PLO22 | Yetkinlikler - Alana Özgü Yetkinlik | Follows the developments in her/his field from foreign/international sources. | |
| PLO23 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | By adopting universal and root values, she/he becomes a role model for her students and her environment. | 3 |
| PLO24 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Becomes a model by using Turkish correctly and effectively in her/his daily and professional life. | 3 |
| PLO25 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | As a primary school teacher, she/he is knowledgeable and sensitive about the universality of human and child rights, social justice, quality culture, environment, health and work safety. | |
| PLO26 | Yetkinlikler - Alana Özgü Yetkinlik | It analyzes the relationship between educational philosophies and educational programs and reflects them on teaching practices. | 4 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Textbook meaning and brainstorming to explain | Doing research about the meaning and explanation of the textbook | Öğretim Yöntemleri: Tartışma, Grup Çalışması, Bireysel Çalışma, Problem Çözme |
| 2 | The importance of the textbook in the process of education | Doing research | Öğretim Yöntemleri: Tartışma, Grup Çalışması, Bireysel Çalışma, Problem Çözme |
| 3 | The relation between course book and teaching program I | Doing research and presenting | Öğretim Yöntemleri: Anlatım, Tartışma, Bireysel Çalışma |
| 4 | The relation between course book and teaching program II | Doing research and presenting | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Bireysel Çalışma |
| 5 | The features that the textbook should carry in general | Doing research and presenting | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Bireysel Çalışma |
| 6 | The features that the textbook should carry physical | Doing research and presenting | Öğretim Yöntemleri: Tartışma, Bireysel Çalışma, Problem Çözme |
| 7 | The features that the textbook should carry contextual | Make a literature review | Öğretim Yöntemleri: Tartışma, Bireysel Çalışma |
| 8 | Mid-Term Exam | Preparation for the exam | Öğretim Yöntemleri: Tartışma, Grup Çalışması, Beyin Fırtınası, Bireysel Çalışma |
| 9 | Developing textbook evaluation criteria I | Make a literature review | Öğretim Yöntemleri: Tartışma, Bireysel Çalışma, Problem Çözme |
| 10 | Developing textbook evaluation criteria II | Make a literature review | Öğretim Yöntemleri: Tartışma, Bireysel Çalışma, Problem Çözme |
| 11 | Examining textbooks prepared according to different subject areas I | Examining the selected textbook according to the determined criteria | Öğretim Yöntemleri: Tartışma, Bireysel Çalışma, Problem Çözme |
| 12 | Examining textbooks prepared according to different subject areas II | Examining the selected textbook according to the determined criteria | Öğretim Yöntemleri: Tartışma, Bireysel Çalışma, Problem Çözme |
| 13 | Examining textbooks prepared according to different subject areas III | Examining the selected textbook according to the determined criteria | Öğretim Yöntemleri: Tartışma, Bireysel Çalışma, Problem Çözme |
| 14 | Examining textbooks prepared according to different subject areas IV | Examining the selected textbook according to the determined criteria | Öğretim Yöntemleri: Tartışma, Bireysel Çalışma, Problem Çözme |
| 15 | Developing a sample textbook proposal | Preparation for individual thinking and problem solving | Öğretim Yöntemleri: Tartışma, Bireysel Çalışma, Problem Çözme |
| 16 | Term Exams | Preparation for the exam | Ölçme Yöntemleri: Yazılı Sınav, Ödev, Performans Değerlendirmesi |
| 17 | Term Exams | Preparation for the exam | Ölçme Yöntemleri: Yazılı Sınav, Performans Değerlendirmesi |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 2 | 28 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 2 | 28 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 8 | 8 |
| Final Exam | 1 | 24 | 24 |
| Total Workload (Hour) | 88 | ||
| Total Workload / 25 (h) | 3,52 | ||
| ECTS | 4 ECTS | ||