TÜRKÇE
ENGLISH
Information
| Unit | FACULTY OF EDUCATION |
| GERMAN LANGUAGE TEACHING PR. | |
| Code | EFMZ108 |
| Name | Sociology of Education |
| Term | 2018-2019 Academic Year |
| Semester | 2. 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 |
| Label | VK Vocational Knowledge Courses C Compulsory |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. ADNAN GÜMÜŞ |
| Course Instructor |
Prof. Dr. ADNAN GÜMÜŞ
(Bahar)
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
Learning the basic concepts, theories and approaches of sociology; comprehension of the social functions and meaning of education; comprehension of the reciprocal relationship between educational processes and social, economic, political, and cultural events; to be able to make inferences about solutions to education problems, policies, reforms and practices from sociological perspectives.
Course Content
Basic concepts of sociology: Society, social structure, social phenomenon, social event etc .; predecessors of sociology (Ibn Haldun, A. Comte, K. Marx, E. Durkheim, M. Weber et al.) and their educational views; education in terms of basic sociological theories (functionalism, structuralism, symbolic interactionism, conflict theory, critical theory, phenomenology and ethnomethodology); social processes (socialization, social stratification, social mobility, social change etc.) and education; social institutions (family, religion, economy, politics) and education; the development of sociology and the sociology of education in Turkey (Ziya Gokalp, Ismail Hakki Baltacıoğlu, Nurettin Topçu, Mumtaz Turhan et al.); culture and education; social, cultural, moral system and school as a community.
Course Precondition
Resources
Notes
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Defines science, education, sociology of education and lists basic working areas. |
| LO02 | Explains the social functions of science and education. |
| LO03 | Explains the reflection of class, group and power relations in education. |
| LO04 | Explains the effects of institutions, social structure and social changes on the functioning of school and society and on the lives of individuals. |
| LO05 | Explains the influence of culture, traditions and ideologies on effective educational experiences. |
| LO06 | Recognizes the effects of social groups, relationships and dynamics on groups and individuals. |
| LO07 | Evaluates the importance of structuring teaching programs in line with the human, society, natur, sociocultural and economic needs of society. |
| LO08 | Analyzes school and classroom relationships and person-to-group relationships and problems and develop solution proposals. |
| LO09 | Develops different views and models for educational politics, planning and structuring by the view of education sociology. |
| LO10 | Suggests alternative solutions to problems in education and school from sociological perspectives. |
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. | 4 |
| 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. | 4 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Plans/ implements/ 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. | 2 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Develops appropriate materials to create effective teaching-learning processes and uses information technologies effectively in this process. | |
| 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. | 4 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Develops professional knowledge and skills by self-assessment. | |
| PLO13 | Bilgi - Kuramsal, Olgusal | Evaluates the knowledge gained through individual learning skills with a critical approach. | |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | It meets the educational needs in scientific, cultural, artistic, social and technological fields in line with its interests and abilities. | 5 |
| 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. | 3 |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Within the scope of lifelong learning, it designs projects and activities to improve its students, social environment and society. | 4 |
| 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. | 3 |
| 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. | |
| PLO24 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Becomes a model by using Turkish correctly and effectively in her/his daily and professional life. | |
| 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. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Eğitim teorileri, eleştirel, bilimsel eğitim, alternatif okul ve eğitim tartışmaları | Reading, literature | |
| 2 | Eğitim teorileri, eleştirel, bilimsel eğitim, alternatif okul ve eğitim tartışmaları | Reading, literature | |
| 3 | The development of sociology and the sociology of education in Turkey ((Ziya Gokalp, İ.H. Tonguç, Hilmi Ziya Ülken, Niyazi Berkes and others) | Reading, literature | |
| 4 | Social event, social phenomenon, social interaction, social interaction, socialization and education | Reading, investigation, preparing samples | |
| 5 | Values, norms, position, status, role and relevance to education | Reading, investigation, preparing samples | |
| 6 | Identification, group, group formation and education associations | Reading, investigation, preparing samples | |
| 7 | Stratification and class formations and education associations | Reading, investigation, preparing samples | |
| 8 | Mid-Term Exam | Preparation for exam | |
| 9 | Social institutions (family, religion, economy, politics), social structure and education | Reading, investigation, preparing samples | |
| 10 | Intra-school dynamics; (school structure, authority, legitimacy, process, grouping, norm, value, relationship, authority and disciplinary situations and their connections) | Reading, investigation, preparing samples | |
| 11 | Change and education: Modernization and postmodernization, educational reflections of scientific and technological developments | Reading, investigation, preparing samples | |
| 12 | Social mobility (vertical and horizontal mobility), right to education and equality of opportunity in education, social movements, democracy and education | Reading, reviewing, creating opinion | |
| 13 | Construction and maintenance of society: Information dissemination, school selection criteria, learning styles, curricula, management of knowledge and reproduction of personality and culture, education planning, programming and reform discussions | Reading, reviewing, creating opinion | |
| 14 | Education in terms of basic sociological theories (functionalism, structuralism, symbolic interactionism, conflict theory, critical theory, phenomenology and ethnomethodology) | Reading, reviewing, creating opinion | |
| 15 | Educational theories, critical, scientific education, alternative school and education debates | Reading, reviewing, suggesting | |
| 16 | Term Exams | Preparation for exam | |
| 17 | Term Exams | Preparation for exam |
Assessment (Exam) Methods and Criteria
| Assessment Type | Midterm / Year Impact | End of Term / End of Year Impact |
|---|---|---|
| 1. Midterm Exam | 100 | 40 |
| General Assessment | ||
| Midterm / Year Total | 100 | 40 |
| 1. Final Exam | - | 60 |
| Grand Total | - | 100 |
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 | 2 | 2 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 6 | 6 |
| Final Exam | 1 | 14 | 14 |
| Total Workload (Hour) | 78 | ||
| Total Workload / 25 (h) | 3,12 | ||
| ECTS | 3 ECTS | ||