TÜRKÇE
ENGLISH
Information
| Unit | FACULTY OF EDUCATION |
| TURKISH TEACHING PR. | |
| Code | EFMZ108 |
| Name | Sociology of Education |
| Term | 2019-2020 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 themain social processes and 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 social processes and concepts of sociology: Society, culture, cosmos, civilization, social structure, social phenomenon, social event, interaction, action, social groups, social classes, power, social change etc .; predecessors of sociology (Plato, Aristotele, Farabi, 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 (ineraction, 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, Niyazi Berkes et al.); culture and education; scholl as social, cultural, economic, politic, administrative, moral action, a system and a community.
Course Precondition
Resources
Notes
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Knows the definition of science, education, sociology of education and basic working areas. |
| LO02 | Know the social functions of science and education. |
| LO03 | Knows the reflection of class, group and power relations in education. |
| LO04 | Understand the effects of institutions, social structure and social changes on the functioning of school and society and on the lives of individuals. |
| LO05 | Understand the influence of culture, traditions and ideologies on effective educational experiences. |
| LO06 | Develop awareness of the effects of social groups, relationships and dynamics on groups and individuals. |
| LO07 | Recognize the importance of structuring teaching programs in line with the human, society, natur, sociocultural and economic needs of society. |
| LO08 | Analyze school and classroom relationships and person-to-group relationships and problems and develop solution proposals. |
| LO09 | It can develop different views and models for educational politics, planning and structuring by the view of education sociology. |
| LO10 | Suggest alternative solutions to problems in education and school from sociological perspectives. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | - | They can explain the concepts and principles of Turkish sound, shape, sentence, text information and historical and contemporary Turkish dialects. | 4 |
| PLO02 | - | They can exlain the concepts and principles of basic language skills (reading, listening, speaking and writing) and grammar. | 4 |
| PLO03 | - | They can evaluate the periods of Turkish literature and the important people, events and the phenomena. | 4 |
| PLO04 | - | They can evaluate the developmental stages and their roles in the learning processes of primary 5-8 grade students. | 4 |
| PLO05 | - | They can use Turkish teaching program and the specific teaching strategies, methods and techniques to teach the program to Grades 5-8. | 4 |
| PLO06 | - | They can criticise and/or explain the characteristics of philosophical, literary and other works of art. | 3 |
| PLO07 | - | They can use the appropriate methods and techniques to help the students improve their higher thinking skills such as critical thinking, creative thinking and problem solving. | 4 |
| PLO08 | - | They can use the appropriate techniques and methods to help the students improve their reading, listening, speaking, smooth and aesthetic writing skills. | 4 |
| PLO09 | - | They can develop appropriate learning materials and use the information and communication technologies in this process effectively. | 3 |
| PLO10 | - | They can monitor the students´ learning processes while using the traditional methods and techniques of measurement besides the alternative measurement and evaluation methods and techniques. | 4 |
| PLO11 | - | They can take individual and group responsibility to solve the problems encountered related to classroom management. | 4 |
| PLO12 | - | They can assess their performance objectively and make up for the deficiencies in accordance with the judgments made if they have any. | 5 |
| PLO13 | - | They can acquire self-learning ability. | 5 |
| PLO14 | - | They can communicate effectively with students, teachers, friends, school management and parents. | 5 |
| PLO15 | - | They can improve themselves about the cultural and social aspects. | 4 |
| PLO16 | - | They have the knowledge and skills required by the field of study. | 5 |
| PLO17 | - | They can apply the basic principles and general objectives of education. | 5 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Subject, definition and importance of sciences, sociology, educational sociology, school sociology | Reading, literature | |
| 2 | Education and non-education, science and non-science distinctions | Reading, literature, discussion | |
| 3 | Knowledge and paradigms about the formation and evolution of cosmos, nature, life, people, language, culture and art | Reading, literature, discussion | |
| 4 | The formation of myth, religions, social thought, science and philosophy | Reading, literature, discussion | |
| 5 | Social event, social phenomenon, social interaction, social interaction, socialization, values, norms, position, status, role, identification, group, group formation and education associations | Reading, investigation, preparing samples | |
| 6 | Stratification, social class, power relations and their affects on education | Reading, investigation, preparing samples | |
| 7 | Social institutions (family, religion, economy, politics), social structure and education | Reading, investigation, preparing samples | |
| 8 | Mid-Term Exam | Preparation for exam | |
| 9 | Intra-school dynamics; (school structure, authority, legitimacy, process, grouping, norm, value, relationship, and disciplinary situations and their connections) | Reading, investigation, preparing samples | |
| 10 | Change and education: Modernization and postmodernization, educational reflections of scientific and technological developments | Reading, investigation, preparing samples | |
| 11 | Construction and maintenance of society, social mobility (vertical and horizontal mobility), : Information dissemination, school selection criteria, learning styles, curricula, management of knowledge and reproduction of personality and culture, right to education and equality of opportunity in education, social movements, democracy and education, education planning, programming and reform discussions | Reading, discussion, creating opinion | |
| 12 | Pioneers of sociology and educational sociology, important precursors in Turkey (Plato, Aristotele, Farabi, İbn-i Haldun, A. Comte, K. Marx, E. Durkheim, M. Weber and others) and educational views | Reading, literature | |
| 13 | Education in terms of basic sociological theories (functionalism, structuralism, symbolic interactionism, conflict theory, critical theory, phenomenology and ethnomethodology) | Reading, literature, discussion | |
| 14 | Different views and pioneers of sociology and educational sociology in Turkey (Tevfik Fikret, Mehmet Akif, Ziya Gökalp, İ.H.Baltacıoğlu, Şekip Tunç, Mümtaz Turhan, Sadrettin Celal, İ.H. Tonguç, Hilmi Ziya Ülken, Niyazi Berkes and others) | Reading, reviewing, creating opinion | |
| 15 | Educational theories, critical, scientific education, alternative school and education debates, different views on education | 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. Homework | 100 | 20 |
| General Assessment | ||
| Midterm / Year Total | 100 | 20 |
| 1. Final Exam | - | 80 |
| 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 | ||