TÜRKÇE
ENGLISH
Information
| Code | SNFS311 |
| Name | Program of Primary School |
| Term | 2024-2025 Academic Year |
| Semester | 5. 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 | Dr. Öğr. Üyesi AYŞEGÜL KARABAY |
| Course Instructor |
1 |
Course Goal / Objective
With this course, students will be able to interpret basic concepts related to the curriculum; comprehend the theoretical foundations of curriculum development; Primary education curriculum is expected to evaluate the elements, goals (objectives, achievements) and areas.
Course Content
The basic concepts of the curriculum are the history, philosophical, psychological and social foundations of primary education curriculum and the elements of primary education curriculum.
Course Precondition
None
Resources
Demirel, Ö. (2011). Eğitimde Program Geliştirme Kuramdan Uygulamaya Doganay. A. (2007). Öğretim İlke ve Yöntemleri Current Primary Education (1-4th grade) Lesson Curriculum
Notes
Articles on the review of the primary school curriculum
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the basic concepts of the curriculum. |
| LO02 | Distinguishes the historical, philosophical, psychological and social foundations of primary education curriculum. |
| LO03 | Explains the elements of the primary education curriculum (purpose, content, learning-teaching process, measurement-evaluation). |
| LO04 | Evaluates the elements of primary education curriculum according to the criteria (consistency, functionality etc.). |
| LO05 | Evaluates primary education curriculum by considering the basic philosophy of the program. |
| LO06 | Examines the objectives of primary education curriculum in detail according to gradual (horizontal) classification. |
| LO07 | Summarizes the elements included in the content element of primary education curriculum. |
| LO08 | Summarizes the learning and teaching process in primary education 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. | 5 |
| 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). | 4 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Relates important people (scientists, journalists, painters, writers, etc.) in the historical process with educational practices. | 3 |
| 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. | 5 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Becomes aware of the contribution of artistic works and studies to student development and reflects them on teaching practices. | 1 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Uses scientific process skills in solving problems in the field of primary school teachers. | 3 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Uses appropriate methods and techniques for the development of high-level thinking skills of students. | 2 |
| 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. | 3 |
| PLO09 | Bilgi - Kuramsal, Olgusal | It uses different measurement and evaluation methods and techniques in the evaluation of teaching processes and learning products. | 3 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Develops appropriate materials to create effective teaching-learning processes and uses information technologies effectively in this process. | 3 |
| 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. | 2 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Develops professional knowledge and skills by self-assessment. | 4 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Evaluates the knowledge gained through individual learning skills with a critical approach. | 4 |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | It meets the educational needs in scientific, cultural, artistic, social and technological fields in line with its interests and abilities. | 2 |
| 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. | 2 |
| PLO17 | Yetkinlikler - Öğrenme Yetkinliği | In the education-teaching process, it acts in accordance with the general aims and basic principles of education. | 4 |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Within the scope of lifelong learning, it designs projects and activities to improve its students, social environment and society. | 1 |
| 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. | 2 |
| 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. | 4 |
| 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. | 3 |
| PLO23 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | By adopting universal and root values, she/he becomes a role model for her students and her environment. | 4 |
| 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. | 2 |
| 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 | Basic concepts of the program | Demirel, Ö. (2011). Eğitimde Program Geliştirme Kuramdan Uygulamaya | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması |
| 2 | History, philosophical, psychological and social foundations of primary education curriculum | Demirel, Ö. (2011). Eğitimde Program Geliştirme Kuramdan Uygulamaya | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması |
| 3 | Objectives and classification of the elements of the primary school curriculum and the process of teaching and learning. | Doganay. A. (2007). Öğretim İlke ve Yöntemleri | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması |
| 4 | Content and arrangement of the elements of the primary school curriculum and measurement-evaluation. | Doganay. A. (2007). Öğretim İlke ve Yöntemleri | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması |
| 5 | Objectives and objectives in Life Science, Science, Social Studies, Religious Culture and Moral Education Curriculum. | Hayat Bilgisi, Fen Bilimleri, Sosyal Bilgiler, Din Kültürü ve Ahlak Bilgisi Dersi Öğretim Programı) amaçlar ve kazanımlar | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Grup Çalışması |
| 6 | Objectives and objectives in Turkish, Mathematics, English, Physical Education and Game, Music, Visual Arts Course Curriculum. | (Türkçe, Matematik, İngilizce, Beden Eğitimi ve Oyun, Müzik, Görsel Sanatlar Dersi Öğretim Programı) amaçlar ve kazanımlar. | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Grup Çalışması |
| 7 | Content in Life Science, Science, Social Studies and Religious Culture and Moral Knowledge Curriculum. | Hayat Bilgisi, Fen Bilimleri, Sosyal Bilgiler ve Din Kültürü ve Ahlak Bilgisi Dersi Öğretim Programı) içerik | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Grup Çalışması |
| 8 | Mid-Term Exam | non | Öğretim Yöntemleri: Bireysel Çalışma |
| 9 | Content in Turkish, Mathematics, English, Physical Education and Game, Music, Visual Arts Course Curriculum | Türkçe, Matematik, İngilizce, Beden Eğitimi ve Oyun, Müzik, Görsel Sanatlar Dersi Öğretim Programı) içerik. | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Grup Çalışması |
| 10 | Learning-teaching process in Turkish, English, Life Science, Social Studies, Science and Mathematics Curriculum | Türkçe, İngilizce, Hayat Bilgisi, Sosyal Bilgiler, Fen Bilimleri ve Matematik Dersi Öğretim Programı) öğrenme-öğretme süreci | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Grup Çalışması |
| 11 | Learning-teaching process in Religious Culture and Moral Knowledge, Physical Education and Game, Music and Visual Arts Course Curriculum. | Din Kültürü ve Ahlak Bilgisi, Beden Eğitimi ve Oyun, Müzik ve Görsel Sanatlar Dersi Öğretim Programı) öğrenme-öğretme süreci. | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Grup Çalışması |
| 12 | Measurement and evaluation in Turkish, English, Life Science, Social Studies, Science and Mathematics Curriculum. | Türkçe, İngilizce, Hayat Bilgisi, Sosyal Bilgiler, Fen Bilimleri ve Matematik Dersi Öğretim Programıölçme ve değerlendirme. | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Grup Çalışması |
| 13 | Measurement and evaluation in Religious Culture and Moral Knowledge, Physical Education and Play, Music and Visual Arts Course Curriculum | Din Kültürü ve Ahlak Bilgisi, Beden Eğitimi ve Oyun, Müzik ve Görsel Sanatlar Dersi Öğretim Programı)ölçme ve değerlendirme. | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Grup Çalışması |
| 14 | Evaluate the implementation of programs | observation | Öğretim Yöntemleri: Grup Çalışması |
| 15 | Examining the programs | interview | Öğretim Yöntemleri: Bireysel Çalışma |
| 16 | Term Exams | non | Öğretim Yöntemleri: Bireysel Çalışma |
| 17 | Term Exams | non | Öğretim Yöntemleri: Bireysel Çalışma |
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 | ||