TÜRKÇE
ENGLISH
Information
| Code | SNFZ217 |
| Name | Program Development in Primary School |
| Term | 2024-2025 Academic Year |
| Semester | 3. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 3 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. ÖZLEM KAF |
| Course Instructor |
Arş.Gör.Dr. Fatma KARAÇOBAN
(A Group)
(Ins. in Charge)
Arş.Gör.Dr. Fatma KARAÇOBAN (B Group) (Ins. in Charge) |
Course Goal / Objective
In this course, it is aimed for students to discuss the basic concepts related to the curriculum development process and to have information about what they can do in the process of designing, preparing and implementing a curriculum.
Course Content
Basic concepts in curriculum development, Theoretical foundations of curriculum development, curriculum development process, curriculum development models, preparing a curriculum draft, testing and evaluation of the curriculum
Course Precondition
There is no prerequisite for the course.
Resources
Eğitimde Program Geliştirme Fatma Varış Ank. Üniversitesi.Kuramdan Uygulamaya Eğitimde Program Geliştirme Özcan Demirel. PegemA.
Notes
Curriculum development course notes
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the basic concepts of curriculum development. |
| LO02 | Explains the theoretical foundations of the program curriculum process. |
| LO03 | Explains curriculum development models. |
| LO04 | Explains curriculum design approaches and chooses the appropriate one. |
| LO05 | Explains needs analysis stages and techniques. |
| LO06 | Writes attainment sentences appropriate to his/her field. |
| LO07 | Explain the process of selecting and organizing content related to his/her field. |
| LO08 | Explains how to prepare appropriate instruction situations. |
| LO09 | Explains the curriculum evaluation process. |
| LO10 | Develops draft 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. | 4 |
| 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). | 2 |
| 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. | 4 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Becomes aware of the contribution of artistic works and studies to student development and reflects them on teaching practices. | 2 |
| 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. | 3 |
| 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. | 4 |
| PLO09 | Bilgi - Kuramsal, Olgusal | It uses different measurement and evaluation methods and techniques in the evaluation of teaching processes and learning products. | 4 |
| 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. | 2 |
| 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. | 2 |
| 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. | 2 |
| 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. | 4 |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Within the scope of lifelong learning, it designs projects and activities to improve its students, social environment and society. | 2 |
| 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. | 2 |
| PLO21 | Yetkinlikler - Alana Özgü Yetkinlik | Gains knowledge and skills of planning, implementing and evaluating instruction in multigrade classes. | 2 |
| PLO22 | Yetkinlikler - Alana Özgü Yetkinlik | Follows the developments in her/his field from foreign/international sources. | 2 |
| PLO23 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | By adopting universal and root values, she/he becomes a role model for her students and her environment. | 2 |
| PLO24 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Becomes a model by using Turkish correctly and effectively in her/his daily and professional life. | 2 |
| 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 | Basic concepts of curriculum development | Reading the relevant sections | Öğretim Yöntemleri: Anlatım, Tartışma |
| 2 | Theoretical foundations of curriculum development: psychological, individual, historical, subject area | Reading the relevant sections | Öğretim Yöntemleri: Anlatım, Tartışma |
| 3 | Theoretical foundations of curriculum development: philosophical, social and economic | Reading the relevant sections | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması |
| 4 | Curriculum development approaches | reading sources | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması |
| 5 | Curriculum development models | Examining flow charts of models | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması |
| 6 | Curriculum development process | Making plans for process stages | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Needs analysis and techniques used in need analysis | Reading the relevant sections | Öğretim Yöntemleri: Anlatım, Tartışma |
| 8 | Mid-Term Exam | Studying related resources | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Goal, concept of attainment and classification of goals | review of the curricula | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması |
| 10 | Goal writing approaches | review of the curricula | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması |
| 11 | Selection of content and organization of content | review of the curricula | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması |
| 12 | Organizing educational situations | reading teaching methods notes | Öğretim Yöntemleri: Anlatım, Tartışma |
| 13 | Curriculum evaluation process and curriculum evaluation approaches | Reading the relevant sections | Öğretim Yöntemleri: Anlatım, Tartışma |
| 14 | MONE's curriculum development model | Examining the website of the Ministry of National Education | Öğretim Yöntemleri: Anlatım, Tartışma |
| 15 | Examination of Ministry of Education curricula | Examining the website of the Ministry of National Education | Öğretim Yöntemleri: Anlatım, Tartışma |
| 16 | Term Exams | Studying related resources | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | Studying related resources | Ölçme Yöntemleri: Yazılı Sınav |
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 | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 7 | 7 |
| Final Exam | 1 | 14 | 14 |
| Total Workload (Hour) | 77 | ||
| Total Workload / 25 (h) | 3,08 | ||
| ECTS | 3 ECTS | ||