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Information
| Unit | FACULTY OF EDUCATION |
| PRIMAY SCHOOL TEACHING PR. | |
| Code | SAA310 |
| Name | Curriculum Development and Problem Solving Techniques |
| Term | 2018-2019 Academic Year |
| Semester | 6. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Üniversite Dersi |
| Type | Normal |
| Label | E Elective |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. AKIN EFENDİOĞLU |
| Course Instructor |
The current term course schedule has not been prepared yet. Previous term groups and teaching staff are shown.
|
Course Goal / Objective
What is curriculum development and the aim of curriculum development. What are the steps of curriculum development process and what are the specifications of curriculum development steps. How the problems related to curriculum development are analysed. Answering the curriculum development questions.
Course Content
Curriculum development, curriculum types, scientific bases od curriculum; philosophy, sociology, psychology, economy, history. Curriculum development groups, need analysis, determining and writting aims of a curriculum, arranging curriculum content and curriculum evaluation approaches.
Course Precondition
Resources
Notes
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Teacher candidates learn significance of curriculum development. |
| LO02 | Teacher candidates learn reasons and specifications of need analysis |
| LO03 | Teacher candidates explain the signicacce of cognitivie, affective, and psycho-motor learning types. |
| LO04 | Teacher candidates explain specifications of content designing approaches |
| LO05 | Teacher candidates learn specifications of curriculum evaluation approaches. |
| LO06 | Teacher candidates explain philosophies which effect curriculum development. |
| LO07 | Teacher candidates explain sociological bases which effect curriculum development. |
| LO08 | Teacher candidates xplain psychological basis which effect curriculum development. |
| LO09 | Teacher candidates explain economical basis which effect curriculum development |
| LO10 | Teacher candidates explain historical basis which effect curriculum development. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | - | Explains the concepts and principles related to the subject areas of Primary Education (Mathematics, Turkish, Science and Technology, Life Science, Social Studies, Visual Arts, Music, Physical Education, etc.). | 2 |
| PLO02 | - | Evaluates the characteristics of 1st-5th year primary school students´´ development along with their role in learning. | 2 |
| PLO03 | - | Evaluates the significant people, events and phenomena in the historical process in terms of their effect on educational applications. | 0 |
| PLO04 | - | Uses not only the 1st- 5th grades primary education programs (Turkish, Mathematics, Science and Technology, Social Science, Natural Science, Physical Education, Music, Visual Arts, etc.) but also the specific teaching strategies, methods and techniques of these programs. | 3 |
| PLO05 | - | Makes a critique of art products in the light of information regarding art and describes their qualities. | 1 |
| PLO06 | - | Utilizes the process of generating scientific knowledge in order to solve the problems which are encountered in Primary School Education. | 5 |
| PLO07 | - | Utilizes appropriate methods and techniques for the development of students´ such high-order thinking skills as critical, creative as well as problem solving. | 4 |
| PLO08 | - | Plans, implements and evaluates the process of teaching and learning by taking the characteristics of students´ development, individual differences as well as the properties of the subject area into account | 5 |
| PLO09 | - | Evaluates students´ learning process by means of different methods and techniques of evaluation and assessment. | 5 |
| PLO10 | - | Generates appropriate learning materials in order to create effective teaching and learning processes, and uses information and communication technologies effectively during this process. | 3 |
| PLO11 | - | Takes responsibility both individually and within groups to solve problems encountered during the applications in primary education | 2 |
| PLO12 | - | Monitors their performance and attempts to improve their professional knowledge and skills. | 3 |
| PLO13 | - | Evaluates the information she/he gains in a critical way by acquiring autonomous learning skills | 5 |
| PLO14 | - | Along with their professional development, improves himself/herself in scientific, cultural, artistic and social areas in accordance with his/her interests and abilities through identifying his/her needs. | 2 |
| PLO15 | - | Exchanges his/her ideas and solutions related to the field of teaching in a written or oral way effectively | 4 |
| PLO16 | - | Establishes effective communication with their students, colleagues, school management and families, and develops strategies to ensure families´ participation and support. | 2 |
| PLO17 | - | Within the scope of the education system and school management, utilizes general objectives and basic principles of education in the application. | 5 |
| PLO18 | - | Develops projects and activities in order to make the social environment livable. | 0 |
| PLO19 | - | Makes self-assessment / personal opinion through observing the artistic and scientific activities as well as following the current national and international events. | 1 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Presenting syllabus to students. | No need. | |
| 2 | Dimentions of a curriculum, problem solving | Reading course note. | |
| 3 | Scientific basis of a curriculum, philosophies. Problem solving | Reading course note. | |
| 4 | Scientific basis of a curriculum, psychologies. Problem solving | Reading course note. | |
| 5 | Scientific basis of a curriculum, sociology. Problem solving | Reading course note. | |
| 6 | Scientific basis of a curriculum, economy. Problem solving | Reading course note. | |
| 7 | Scientific basis of a curriculum, history. Problem solving | Reading course note. | |
| 8 | Mid-Term Exam | Reading course note. | |
| 9 | Needs of a curriculum and the approaches. Problem solving. | Reading course note. | |
| 10 | Techniques used in need analysis and problem solving. | Reading course note. | |
| 11 | Aims of a curriculum. Learning and writting the aims in cognitive dimention. Problem solving. | Reading course note. | |
| 12 | Aims of a curriculum. Learning and writting the aims in affective dimention. Problem solving. | Reading course note. | |
| 13 | Aims of a curriculum. Learning and writting the aims in psychomotor dimention. Problem solving. | Reading course note. | |
| 14 | Content designing and the basic content designing approaches. Problem solving. | Reading course note. | |
| 15 | Curriculum evaluations. Problem solving. | Reading course note. | |
| 16 | Term Exams | Reading course note. | |
| 17 | Term Exams | Reading course note. |
Assessment (Exam) Methods and Criteria
Current term shares have not yet been determined. Shares of the previous term are shown.
| 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 |