TÜRKÇE
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Information
| Code | PGÖ713 |
| Name | Hidden Curriculum in Education |
| Term | 2022-2023 Academic Year |
| Term | Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | |
| Course Instructor |
1 |
Course Goal / Objective
The general aim of the course is to provide individuals taking the course with awareness of the mutual relations between school and society, culture, economy, politics, ideology and power and the ability to read/understand them correctly, through the processing of the determined topics.
Course Content
In this course, the definition and types of the education program, the basic concepts used in the field of the hidden curriculum (educational philosophy, culture, Multiculturalism & Multicultural Education, Ideology, Social Class, Gender & Gender, etc.), the elements of the hidden curriculum, the approaches related to the hidden curriculum, the hidden curriculum. The importance of the curriculum on cognitive and affective learning and the subjects of the hidden curriculum such as ideology, gender discrimination, religious tendencies and neoliberal policies in education are examined.
Course Precondition
Sensitivity to social, political, environmental etc. issues
Resources
Anyon, J. (1980) Social Class and the hidden curriculum of work. Journal of Education, 162 (1), pp. 67 – 92. Apple, M. W. (1986). Teachers and texts. New York: Routledge Apple, M. W. (1990). Ideology and curriculum. New York: Routledge Apple, M. W. (1993). Official knowledge. New York: Routledge Apple, M. W. & Beane, J. (2011). Demokratik okullar. Ankara: Dipnot Yayınları Doğanay, A. & Sarı, M. (2004). İlköğretim ikinci kademe öğrencilerine temel demokratik değerlerin kazandırılma düzeyi ve bu değerlerin kazandırılması sürecinde açık ve örtük programın etkilerinin karşılaştırılması. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 10(39), 356-383. Giroux, H. A. (2007). Eleştirel pedagoji ve neoliberalizm. İstanbul: Kalkedon Yayınları Gutek, G. L. (2001), Eğitime felsefi ve ideolojik yaklaşımlar. Ankara: Ütopya Yayınları. Jackson, P. W. (1968). Life in classrooms. New York: Teachers College Press İnal, K. (2004). Eğitim ve iktidar. Ankara: Ütopya Yayınları İnal, K. (2008). Eğitim ve ideoloji. İstanbul: Kalkedon Yayınları. Margolis, E. (Edt. 2001). Hidden curriculum in higher education. NewYork, London: Routledge McLaren, P. (2003). Life in schools. Boston: Pearson Education, Inc. Yüksel, S. (2004). Örtük Program: Eğitimde saklı uygulamalar. Ankara: Nobel yayınevi.
Notes
Digital databases, articles, theses, journals, videos, presentations on the subject
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explain the basic concepts of the hidden curriculumç |
| LO02 | Distinguish the elements of the hidden curriculum. |
| LO03 | Explain the approaches related to the hidden curriculum. |
| LO04 | Explain the function of the hidden curriculum in cognitive domain learning. |
| LO05 | Explain the function of the hidden curriculum in affective domain learning. |
| LO06 | Discusses how the hidden curriculum works in various social areas. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | On the basis of the BA degree qualifications improves his/her knowledge in thecurriculum and instruction field at the level of expertise. | 5 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Understands the multi-dimensional causes of a problem and evaluates the problem as a whole | 3 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Analyzes a scientific article in the field of curriculum and instruction | 4 |
| PLO04 | Beceriler - Bilişsel, Uygulamalı | Uses the theoretical and practical knowledge s/he gained at the level of expertise in the field of curriculum and instruction | 4 |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | Uses and develops individual assessment techniques for examining curriculum and instruction | 3 |
| PLO06 | Beceriler - Bilişsel, Uygulamalı | Solves a problem in the context of curriculum and instruction in a scientific perspective. | 4 |
| PLO07 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Guides the graduates of the field of curriculum and instruction within the framework of the knowledge and experiences that specialized training provides. | |
| PLO08 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Gains knowledge and experience about the applications which can make the field of expertise functional in educational field. | 3 |
| PLO09 | Yetkinlikler - Öğrenme Yetkinliği | Integrates the theoretical knowledge within the scope of the field of curriculum and instruction with the field of application. | 4 |
| PLO10 | Yetkinlikler - Öğrenme Yetkinliği | Takes responsibility for solving the problems at the local and national level during the curriculum and instruction-oriented applications. | 5 |
| PLO11 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Communicates effectively and properly with students, teachers, school administrators, and members of families and working group. | 3 |
| PLO12 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Has a good command of foreign language to be able to follow the foreign resources related to the field. | |
| PLO13 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Informs his/her colleagues about the processes regarding the field of expertise and conclusions reached. | |
| PLO14 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Uses the different statistical techniques and information and communication technologies that s/he needs in the field of expertise. | |
| PLO15 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Provides the support of the institution employees to make the applications concerning educational sciences successful. | 4 |
| PLO16 | Yetkinlikler - Alana Özgü Yetkinlik | Identifies the sources of the problems in the field of educational sciences and contributes to the solution of these problems. | 5 |
| PLO17 | Yetkinlikler - Alana Özgü Yetkinlik | Provides the cooperation of all partners in educational environment stating the necessity of the field of expertise. | 4 |
| PLO18 | Yetkinlikler - Alana Özgü Yetkinlik | Assesses the necessities which reveal through the applications related to the field of expertise in a critical way. | 4 |
| PLO19 | Yetkinlikler - Alana Özgü Yetkinlik | Develops internalized knowledge in the field of expertise and the related disciplines at the level of expertise. | 5 |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | Makes prediction about the partner behaviors through the applications concerning the field of expertise. | 4 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | General introduction of the course and distribution of tasks | Literature review and readings on the subject | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Basic concepts in education and in the field of Hidden Curriculum (Education, Educational philosophy, Social structure, Economy, Politics, Culture, Multiculturalism, Multicultural education, Ideology, Social class, Gender, Gender, etc.) | Literature review and readings on the subject | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Curriculum and Types of Programs (Explicit and Implicit curriculums) | Literature review and readings on the subject | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Hidden curriculum in cognitive and affective domain learning | Literature review and readings on the subject | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 5 | Elements of the hidden curriculum | Literature review and readings on the subject | Öğretim Yöntemleri: Anlatım, Tartışma |
| 6 | Approaches to the Hidden curriculum | Literature review and readings on the subject | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Method in research on the Hidden Curriculum | Literature review and readings on the subject | Öğretim Yöntemleri: Anlatım, Tartışma |
| 8 | Mid-Term Exam | Prearing for the exam | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Critical Pedagogy | Literature review and readings on the subject | Öğretim Yöntemleri: Tartışma, Grup Çalışması, Beyin Fırtınası |
| 10 | Teaching Democratic Values and the Hidden Curriculum | Literature review and readings on the subject | Öğretim Yöntemleri: Alıştırma ve Uygulama, Tartışma |
| 11 | Gender Discrimination in Education (including LGBT+) and the hidden curriculum | Designing a scientific research on the topic | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 12 | Culture of violence and hidden curriculum in schools and society (including the media) | Designing a scientific research on the topic | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 13 | Ideological Trends in Textbooks | Designing a scientific research on the topic | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 14 | Inclusive Education and hidden curriculum | Designing a study on one of the disadvantaged groups | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 15 | Contemporary National Education Policies and Hidden Curriculum (Educational, ideological, social and economic policies) | Literature review and readings on the subject | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 16 | Term Exams-1 | Presentation sharing | Ölçme Yöntemleri: Performans Değerlendirmesi |
| 17 | Term Exams-2 | Portfolio | Ölçme Yöntemleri: Portfolyo |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 157 | ||
| Total Workload / 25 (h) | 6,28 | ||
| ECTS | 6 ECTS | ||