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Information
| Unit | FACULTY OF EDUCATION |
| PRE-SCHOOL TEACHING PR. | |
| Code | OKLS311 |
| Name | Argumantation Applications in Education |
| Term | 2026-2027 Academic Year |
| Semester | 5. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Label | FE Field Education Courses E Elective |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. ÖZKAN ÖZGÜN |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
(This course aims to develop pre-service teachers’ skills in collaborative learning and discussion management by addressing early childhood education practices within the context of argumentation.)
Course Content
(Within the scope of the course, the role and importance of argumentation in education, Toulmin’s Model of Argumentation, and how argument structures can be adapted to early childhood education are examined. The course also addresses how these structures can be used to create effective, participatory, and thinking-oriented classroom environments. Furthermore, through the integration of digital tools and current research, pre-service teachers are expected to experience the learning process by developing both theoretical knowledge and practical skills in collaborative argumentation.)
Course Precondition
There are no prerequisites for this course.
Resources
Erduran, S., & Jiménez-Aleixandre, M. P. (2008). Argumentation in science education. Perspectives from classroom-Based Research. Dordre-cht: Springer.
Notes
Berland, L. K., & Reiser, B. J. (2009). Making sense of argumentation and explanation. Science Education, 93(1), 26–55. https://doi.org/10.1002/sce.20286 Zeidler, D. L., Osborne, J., Erduran, S., Simon, S., & Monk, M. (2003). The role of argument during discourse about socioscientific issues. In D. L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education (pp. 97–116). Springer. https://doi.org/10.1007/1-4020-4996-X_5
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the fundamental concepts and theoretical framework of argumentation and applies them in educational contexts. |
| LO02 | Effectively uses the argumentation process (claim, evidence, reasoning, and counterargument) and develops an critical thinking. |
| LO03 | Plans and implements argumentation-based instructional processes in educational settings. |
| LO04 | Farklı öğrenme ortamlarına uygun argümantasyon etkinlikleri geliştirir ve uygular. |
| LO05 | Develops and implements argumentation activities suitable for different learning environments. |
| LO06 | Critically evaluates implemented argumentation processes and makes improvements for further development. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Explains the theories of development, learning, and education related to pre-school children. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | Explains regulations, principles and education program about early childhood education. | |
| PLO03 | Bilgi - Kuramsal, Olgusal | Explains basic concepts related to Science and Mathematics. | 3 |
| PLO04 | Yetkinlikler - Öğrenme Yetkinliği | Prepares an annual/daily plan by considering pre-school children´s developmental characteristics, individual differences, and their interests and needs. | |
| PLO05 | Yetkinlikler - Öğrenme Yetkinliği | Uses family involvement strategies actively. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Plans and conducts a scientific project , and do necessary analysis by using scientific research methodology . | |
| PLO07 | Yetkinlikler - Öğrenme Yetkinliği | Designs and organizes educational environments in accordance with children´s developmental needs, physical conditions and principles of effective classroom management. | |
| PLO08 | Yetkinlikler - Öğrenme Yetkinliği | Does multifaceted assessment and evaluation to support children´s development and provide long lasting educational effects. | |
| PLO09 | Yetkinlikler - Öğrenme Yetkinliği | Applies appropriate methods and techniques to support children´s development from all perspectives. | |
| PLO10 | Yetkinlikler - Öğrenme Yetkinliği | Chooses, prepares and uses materials appropriate for children´s developmental level and individual characteristics. | |
| PLO11 | Yetkinlikler - Öğrenme Yetkinliği | Modifies education settings to accommodate children with special needs and applies an inclusive education. | |
| PLO12 | Yetkinlikler - Öğrenme Yetkinliği | Uses information technology effectively to reach educational goals. | 4 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Considers issues related to educational settings and daily life based on historical, philosophical and sociological perspectives. | 5 |
| PLO14 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Takes an active role in individual and group activities and successfully finish the tasks. | 5 |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | Has the ability to search, discover, create alternative solutions, reach information, think critically and engages in productive discussions for personal and professional improvement. | 5 |
| PLO16 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Has the skills of active listening, empathy, self-expression, and use of communication technology for effective interpersonal communication. | |
| PLO17 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Improves him-/herself continuously in scientific, social, cultural and athletic field besides professional development. | |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Has necessary skills and knowledge in the fields of music, games and drama. | |
| PLO19 | Bilgi - Kuramsal, Olgusal | Shows critical, creative and independent thinking abilities and posseses a multi dimensional perspective on professional, social and cultural issues. | 5 |
| PLO20 | Yetkinlikler - Öğrenme Yetkinliği | Uses her/his knowledge in professional and daily life in accordance with social responsibility and ethics. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction to discourse and argumentation in education | Review of the course syllabus and introduction to argumentation. | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 2 | Theoretical foundations of argumentation | Reading the relevant section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Örnek Olay, Tartışma |
| 3 | Toulmin’s Model of Argumentation: data, claim, warrant, backing, rebuttal | Reading the relevant section | Öğretim Yöntemleri: Anlatım, Beyin Fırtınası, Soru-Cevap |
| 4 | The relationship between argumentation and critical thinking | Reading the relevant section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Beyin Fırtınası, Grup Çalışması |
| 5 | Argumentation in early childhood education | Reading the relevant section | Öğretim Yöntemleri: Anlatım, Örnek Olay, Tartışma |
| 6 | Types of argumentation activities and examples | Reading the relevant section | Öğretim Yöntemleri: Anlatım, Grup Çalışması, Beyin Fırtınası, Örnek Olay |
| 7 | Creating collaborative argumentation in education | Reading the relevant section | Öğretim Yöntemleri: Anlatım, Alıştırma ve Uygulama, Soru-Cevap |
| 8 | Mid-Term Exam | Preparation for the mid-term exams. | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Argumentation-based planning for pre-service teachers | Reading the relevant section | Öğretim Yöntemleri: Örnek Olay, Anlatım, Soru-Cevap, Tartışma |
| 10 | Assessment of students’ arguments: rubrics and sample practices | Reading the relevant section | Öğretim Yöntemleri: Problem Çözme, Soru-Cevap, Anlatım |
| 11 | Developing practice-based argumentation activity plans | Reading the relevant section | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Grup Çalışması, Beyin Fırtınası |
| 12 | Developing practice-based argumentation activity plans 2 | Reading the relevant section | Öğretim Yöntemleri: Beyin Fırtınası, Soru-Cevap, Tartışma, Grup Çalışması |
| 13 | Planning activities through collaborative argumentation | Reading the relevant section | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası, Grup Çalışması |
| 14 | Planning activities through collaborative argumentation 2 | Reading the relevant section | Öğretim Yöntemleri: Beyin Fırtınası, Grup Çalışması, Tartışma |
| 15 | General evaluation and reflective discussion | Reflecting on the term and own experiences. | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 16 | Term Exams | Preparation for the term exams. | Ölçme Yöntemleri: Proje / Tasarım, Performans Değerlendirmesi |
| 17 | Term Exams | Preparation for the term exams. | Ölçme Yöntemleri: Proje / Tasarım, Performans Değerlendirmesi |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 15 | 2 | 30 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 2 | 28 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 2 | 8 | 16 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 6 | 6 |
| Final Exam | 1 | 9 | 9 |
| Total Workload (Hour) | 89 | ||
| Total Workload / 25 (h) | 3,56 | ||
| ECTS | 4 ECTS | ||