| EDUCATIONAL DESIGN AND EVALUATION (TURKISH, THESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ECE5113 | Curriculum Development in Preschool Education | Fall | 3 | 0 | 3 | 8 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | Turkish |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. SEDA SARAÇ |
| Course Lecturer(s): |
Assoc. Prof. HÜLYA GÜLAY OGELMAN |
| Recommended Optional Program Components: | NONE |
| Course Objectives: | The curriculum encompasses the objectives, content, methods, and teaching practices that support children's learning and development. In summary, it answers the questions: "What should be taught?" "When should it be taught?" and "How should it be taught?" This course will cover various program models used in early childhood education, along with the theories and theorists underlying these programs. Additionally, the conditions under which these models were developed and the factors influencing them will be examined. |
|
The students who have succeeded in this course; By the end of this course, students will be able to: 1. Identify the fundamental characteristics of program models used in different early childhood education settings, 2. Distinguish the theories on which different early childhood education programs are based, 3. Explain the historical, philosophical, and sociological factors influencing the emergence of different early childhood education programs, 4. Discuss the relationship between the philosophical and theoretical foundations of various early childhood education programs and their practical applications, 5. Classify different early childhood education programs based on their philosophical and theoretical foundations, 6. Compare and contrast different early childhood education programs in terms of their similarities and differences. |
| Insatructional Methods: Lecture, Discussion, Presentation, Reading, Individual Study |
| Week | Subject | Related Preparation |
| Course Notes / Textbooks: | Demirel, Ö. (2007). Kuramdan Uygulamaya Eğitimde Program Geliştirme. Pegem Yayıncılık Slavin, R. (2017). Eğitim Psikolojisi: Kuram ve Uygulama. Nobel Yayınları Santrock, J. W. (2018). Eğitim Psikolojisi. Nobel Yayınları |
| References: | Demirel, Ö. (2007). Kuramdan Uygulamaya Eğitimde Program Geliştirme. Pegem Yayıncılık Slavin, R. (2017). Eğitim Psikolojisi: Kuram ve Uygulama. Nobel Yayınları Santrock, J. W. (2018). Eğitim Psikolojisi. Nobel Yayınları |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 5 |
| Homework Assignments | 5 | % 10 |
| Presentation | 2 | % 35 |
| Project | 1 | % 20 |
| Final | 1 | % 30 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 8 | 10 | 80 |
| Presentations / Seminar | 2 | 10 | 20 |
| Homework Assignments | 6 | 6 | 36 |
| Final | 1 | 30 | 30 |
| Total Workload | 208 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Can develop effective teaching processes by using design principles in learning and teaching | |
| 2) | Can create innovative educational environments by analyzing theories and models related to learning systems design. | |
| 3) | Can develop valid and reliable measurement tools by grounding assessment and evaluation processes in education on scientific principles. | |
| 4) | Can generate evidence-based solutions by conducting design and action research to support educational change. | |
| 5) | Can evaluate new approaches and integrate them into practice by following current educational design research. | |
| 6) | Can analyze assessment and evaluation methods in education to select and apply appropriate models. | |
| 7) | Can analyze computer-based exam systems to develop technology-based assessment processes. | |
| 8) | Can conduct comprehensive analyses by using multivariate research methods in educational evaluations. | |
| 9) | Can develop and implement appropriate measurement tools to assess cognitive, affective, and psychomotor skills. | |
| 10) | Can gain a critical perspective on national and international educational measurement and evaluation by examining current developments. | |
| 11) | Can manage instructional design and learning design processes to enhance the effectiveness of educational programs. | |
| 12) | Can improve assessment and evaluation processes by utilizing data analytics and research techniques in education. | |
| 13) | Can develop unique solutions for educational policies and learning systems by employing interdisciplinary approaches. | |
| 14) | Can develop inclusive assessment and evaluation applications by adhering to ethical and fair evaluation principles in education. | |
| 15) | Can conduct an original thesis study in the field of educational design and evaluation by using scientific research methods. | |
| 16) | Can contribute to the field of education by sharing research findings on academic and professional platforms. |