COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGIES | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
EDS1102 | Educational Philosophy | Fall Spring |
2 | 0 | 2 | 3 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Language of instruction: | English |
Type of course: | Departmental Elective |
Course Level: | Bachelor’s Degree (First Cycle) |
Mode of Delivery: | Face to face |
Course Coordinator : | Assoc. Prof. BERNA GÜLOĞLU |
Recommended Optional Program Components: | None |
Course Objectives: | The aim of this course is to provide preservice teachers with a perspective of different educational philosophies, to introduce philosophical movements influencing the Turkish education system, to adopt consistent and changeable philosophical principles that overlap with universal and social values, and to reflect these principles in the learning-teaching process. |
The students who have succeeded in this course; 1. To have knowledge about basic concepts of philosophy. 2. Has knowledge about basic philosophical movements. 3. Realizes the relationship between education and philosophy. 4. Learn educational philosophy approaches and the features of these approaches. 5. Create the philosophical preference for Education. 6. Describe how and why they will benefit from educational approaches when creating their own philosophy of education philosophy. 7. Know important philosophers' opinions about education. 8. Has knowledge about the philosophical foundations of Turkish education system. 9. Have knowledge about thinking and educational approaches that are effective in Turkey. |
Fundamental issues and problem areas of philosophy; philosophy of ontology, knowledge and ethics / values; basic philosophical movements (idealism, realism, naturalism, empiricism, rationalism, pragmatism, existentialism, analytic philosophy) and education; educational philosophical movements (perennialism, fundamentalism, progressivism, reconstructionism, existentialist education, critical education, etc.); Educational views of some philosophers (Plato, Aristotle, Socrates, J. Dewey, Ibn-i Sina, Farabi, J. J. Rousseau etc.) in the Islamic world and in the West; individual differences and education; education in terms of some political and economic ideologies; currents of thought which are effective in Turkey; Philosophical foundations of Turkish education system |
Week | Subject | Related Preparation |
1) | Relation of Philosophy to Daily Life | |
2) | Basic topics and problem areas of philosophy | |
3) | Philosophical Basic Concepts | |
4) | Basic philosophical movements | |
5) | Basic philosophical movements | |
6) | Relationship between Education and Philosophy / Approaches in Education Philosophy | |
7) | Midterm | |
8) | Western Philosophers' views of education | |
9) | Educational views of Turkish philosophers | |
10) | Educational views of Islamic philosophers | |
11) | Atatürk's views on education | |
12) | Education in terms of some political and economic ideologies | |
13) | Currents of thought which are effective in Turkey | |
14) | Basic Philosophical Movements of Turkish Education System |
Course Notes / Textbooks: | -Cevizci, A. (2010) Felsefeye giriş, Ankara: Nobel Yayınları. -Cevizci, A. (2011) Eğitim felsefesi, Ankara: Say Yayınları. -Direk, N. (2002). Küçük prens üzerine düşünmek,İstanbul:Pan Yayıncılık. -Friere, P. (2010). Eleştirel pedagoji. (Çev.D.Hattatoğlu). İstanbul: Ayrıntı Yayınları. -Gaarder,J.(2002).Sofi?nin dünyası.(Çev.S.Yücesoy).İstanbul: Pan Yayıncılık. -Gutek,G.(2006).Eğitime felsefi ve ideolojik yaklaşımlar.(Çev.N.Kale). Ankara:Ütopya Yayınları. -Topses, G. (1982). Eğitim Felsefesi Temel Sorunları. Dayanışma yayınları -Sönmez, V. (2007). Eğitim felsefesi, Ankara: Anı Yayıncılık. |
References: | - |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 5 |
Presentation | 1 | % 10 |
Project | 1 | % 15 |
Midterms | 1 | % 25 |
Final | 1 | % 45 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 2 | 28 |
Presentations / Seminar | 1 | 3 | 3 |
Project | 1 | 10 | 10 |
Midterms | 1 | 15 | 15 |
Final | 1 | 30 | 30 |
Total Workload | 86 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards. | |
2) | To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration. | |
3) | To develop competencies related to software languages, operating systems, computer networks and computer hardware. | |
3) | To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. | |
4) | To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. | |
5) | To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. | |
6) | To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization. | |
7) | To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education. | |
8) | To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach. | |
9) | To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements. | |
10) | To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. | |
11) | To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology. | |
12) | To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively. | |
13) | To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology. | |
14) | To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world. | |
15) | To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. |