TÜRKÇE
ENGLISH
Information
| Code | USOYL708 |
| Name | Alternative Education Applications |
| Semester | . Semester |
| 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 | Uzaktan Öğretim |
| Catalog Information Coordinator |
Course Goal
The aim of this course is to give information about the educational movements that approached children and education, with a radical perspective against the common school system in the history of education. With the emergence of mass education and education becoming compulsory, and to examine the reflections of these movements in the world and in Turkey.
Course Content
The Concept of School and Discussions on School Alternative Schools; - Properties - Purpose - Development - School types - Related Reviews - Examples (Rousseau, Godwin, Ferrer, Stirner, Neill, Holt, Parker, Paulo Freire... Free Schools, Democratic Schools, Open Schools, Montessori Schools, Waldorf Schools; Home Education, Public Education)
Course Precondition
none
Resources
Akdağ, B. (2006) Alternatif Eğitim Modelleri. Zil ve Tenefüs Dergisi, Sayı: 6, s.34-44. A.S. Neill, (1978). Bir Eğitim Mucizesi: Summerhill, İstanbul: Hürriyet Yayınları, Aydın, İ. P. (2002). Alternatif okullar. Ankara: Pegem A Yayıncılık. Baker, C. (1985). Zorunlu eğitime hayır. İstanbul: Ayrıntı Yayınları Demirtaş, H. (2002). “Eğitimde Alternatif Paradigmalar”. Erdal Toprakçı (Ed.), Eğitim Üzerine. Ütopya Yayınevi, Ankara. Freire, P. (2003). Ezilenlerin Pedagojisi (D. Hattatoğlu ve E. Özbek, Çev.). Ayrıntı Yayınları, İstanbul. Gutek, G.L. (2001). Eğitime Felsefî ve İdeolojik Yaklaşımlar (N. Kale, Çev.). Ütopya Yayınevi, Ankara. Hegel, G.W.F. (2003). Tarihte Akıl (Ö. Sözer, Çev.). Kabalcı Yayınevi, İstanbul. Hesapçıoglu, M. (2006). “Alternatif Eğitim: Kuramsal Temeller, Eğitim Akımları, Uygulama”. Eğitim Zil ve Tenefüs Dergisi. 6, 32-33. Holt, J. (2000). Çocukluktan Kaçış (S. Yılancı, C. Aksoy, Çev.). Beyaz Yayınları, İstanbul. Illich, D.I. (2002). Okulsuz Toplum (M. Özay, Çev.). Benseno Yayınları, İstanbul. Keller, W. (2003). İnsan Doğası (A. Kanat, Çev.). İlya Basın Yayın, İzmir. Miller, R. (2006). “Alternatif Eğitim Tarihi”. Eğitim Zil ve Tenefüs Dergisi, 4-5, 27- 31. Onur, T. (2006). “Waldorf Eğitimi”. Eğitim Zil ve Tenefüs Dergisi. 4-5. Spring, J. (1997). Özgür Eğitim (A. Ekmekçi, Çev.). Ayrıntı Yayınları, İstanbul. Sahin, İ., ve Turan, H. (2004). “Alternatif Okullar: Demokratik Değerler Okulu”. İnönü Üniversitesi XII. Ulusal Eğitim Bilimleri Kurultayı. Malatya. Uludag, Z. (2004). Modernizm Sürecinde Antipedagoji ve Kritik. Değişim yayınları, İstanbul.
Notes
Holt, J. (2000). Çocukluktan Kaçış (S. Yılancı, C. Aksoy, Çev.). Beyaz Yayınları, İstanbul. Illich, D.I. (2002). Okulsuz Toplum (M. Özay, Çev.). Benseno Yayınları, İstanbul. Keller, W. (2003). İnsan Doğası (A. Kanat, Çev.). İlya Basın Yayın, İzmir. Miller, R. (2006). “Alternatif Eğitim Tarihi”. Eğitim Zil ve Tenefüs Dergisi, 4-5, 27- 31. Onur, T. (2006). “Waldorf Eğitimi”. Eğitim Zil ve Tenefüs Dergisi. 4-5. Spring, J. (1997). Özgür Eğitim (A. Ekmekçi, Çev.). Ayrıntı Yayınları, İstanbul.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Makes the definition of alternative education. |
| LO02 | Compares alternative education with current education. |
| LO03 | Recognize the pioneers of alternative education approaches. Analyzes the works of the pioneers of alternative education practices. |
| LO04 | Explains the philosophical foundations of alternative education approaches. |
| LO05 | Introduces alternative schools which are accepted as alternatives in the world. |
| LO06 | Gives examples of alternative education experiences in Turkey. |
| LO07 | Evaluates the reflections of alternative education practices in the world and in Turkey on current education practices. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Defines scientific research and analysis methods used in social sciences. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | Primary School 1st-4th. express the classroom programs and the basic principles on which they are based. | |
| PLO03 | Bilgi - Kuramsal, Olgusal | Primary School 1st-4th. explains the development and learning theories in the classroom. | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Explains teaching strategies, methods and techniques based on undergraduate qualifications. | |
| PLO05 | Bilgi - Kuramsal, Olgusal | Explains the interaction between disciplines related to the field. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Primary School 1st-4th. explains the teaching principles of the classroom subject areas (Social Studies, Turkish, Science, Mathematics) at the level of expertise. | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Classroom teaching uses field knowledge by associating it with knowledge in different fields. | |
| PLO08 | Beceriler - Bilişsel, Uygulamalı | Explains the theoretical and applied knowledge in the field at the level of expertise. | 4 |
| PLO09 | Beceriler - Bilişsel, Uygulamalı | Interprets national and international classroom teaching practices with a critical perspective. | 5 |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | Plans and conducts a scientific research. | |
| PLO11 | Beceriler - Bilişsel, Uygulamalı | Applies teaching methods and techniques based on undergraduate qualifications. | |
| PLO12 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | He/she independently carries out a study that requires expertise in his/her field. | 3 |
| PLO13 | Yetkinlikler - Öğrenme Yetkinliği | She/he critically questions scientific and social issues and is open to new perspectives. | 5 |
| PLO14 | Yetkinlikler - Öğrenme Yetkinliği | She/He carries out its studies within the framework of lifelong learning. | |
| PLO15 | Yetkinlikler - Öğrenme Yetkinliği | Follows social and technological developments. | |
| PLO16 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | It presents a scientific study carried out in the field of classroom teaching to experts or non-experts in written, oral and visual terms by supporting them with qualitative and quantitative data. | 4 |
| PLO17 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Uses information and communication technologies effectively. | |
| PLO18 | Yetkinlikler - Alana Özgü Yetkinlik | Acts in accordance with social, scientific, cultural and ethical values while conducting a scientific research or project or interpreting a study related to her/his field. | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction of the Course, General Discussion on the Content of the Course | Identifying resources related to alternative education | Öğretim Yöntemleri: Bireysel Çalışma, Anlatım, Tartışma |
| 2 | The Concept of School and Discussions on School, The Concept of Alternative Education, Alternative Schools, What is an Alternative School? History of Alternative Schools, Alternative School Types (Type 1, Type 2. Type 3) | 68 / 5.000 Çeviri sonuçları Reading the introductory sections of resources on alternative education | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 3 | Life Stories of the Pioneers of Alternative Approaches I | Examining the works of alternative education pioneers (articles, books, etc.) | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 4 | Life Stories of the Pioneers of Alternative Approaches II | Analyzing the products put forward by the pioneers of alternative education practices | Öğretim Yöntemleri: Beyin Fırtınası, Grup Çalışması |
| 5 | Philosophical Foundations of Alternative Approaches I | Explores the philosophies on which alternative education practices are based. | Öğretim Yöntemleri: Alıştırma ve Uygulama, Tartışma |
| 6 | Philosophical Foundations of Alternative Approaches II | Reports research on the philosophical foundations of alternative approaches. | Öğretim Yöntemleri: Tartışma, Anlatım, Soru-Cevap |
| 7 | Analysis of Applications Accepted as Alternatives in the World I | Project Schools Trials, (Reggio Emilia Education Project J. Dewey Laboratory School | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Gösteri |
| 8 | Mid-Term Exam | Preparation for exam | Ölçme Yöntemleri: Ödev |
| 9 | Analysis of Applications Accepted as Alternatives in the World II | Jean plan (Jean-plan-Peter Petersen) Schools (Foundation and History, Purpose, Management Models, Teaching Principles and Methods, Program, Funding) | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | Analysis of Applications Accepted as Alternatives in the World III | Democratic Schools; Summerhill Example Democratic Values or Sadbury Valley Schools | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | nalysis of Applications Accepted as Alternative in the World Analysis of Applications Accepted as Alternative in the World IV | Freinet Pedagogy (Célestin Freinet) Montessori Schools | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Analysis of Applications Accepted as Alternatives in the World V | Waldorf Schools | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | Analysis of Applications Accepted as Alternatives in the World VI | Homeschooling | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | Alternative Education Experiences in Turkey | Art Village Project, Another School is Possible Project, Ali Nesin Mathematics Village | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 15 | No to Compulsory Education No to Education Antipedagogy, Critical Pedagogy Reflections of Alternative Education Practices | Individual Inferences - An evaluation within the framework of Contemporary Teaching Approaches | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 16 | Term Exams | Preparation for exam | Ölçme Yöntemleri: Yazılı Sınav, Ödev |
| 17 | Term Exams | Preparation for exam | Ölçme Yöntemleri: Yazılı Sınav, Ödev |
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 | 1 | 10 | 10 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 10 | 10 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 162 | ||
| Total Workload / 25 (h) | 6,48 | ||
| ECTS | 6 ECTS | ||