PRE-SCHOOL TEACHING | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
EDS1103 | Educational Sociology | 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 |
Course Lecturer(s): |
Instructor NEŞE UYANIK |
Recommended Optional Program Components: | None |
Course Objectives: | To explain main differences between positive and social siences,to develop an insight about social sciences methodology, to gain knowledge about how sociology emerged and developed, to state the relationship between education and socology, to become aware of the contribution of sociology in the field of education, understanding and solving education problems, to acquire general aim and philosophy of sociology, to learn basic principles and concepts in sociology, to show the corelation and connection between education and sociology. |
The students who have succeeded in this course; - explains the main concepts related to the sociology of education, - discuss the implications of the social effects of education, - defines the education as a social institution, - interpretes the relations between education and social classes and/or social mobility, - explains the concept of equality of opportunity in education, - gives examples to the educational issues of the developed and developing countries, - interpretes the effects of education upon the society. |
Basic concepts of sociology: Society, social structure, social phenomenon, social event, etc .; pioneers of sociology (Ibn Khaldun, A. Comte, K. Marx, E. Durkheim, M. Weber et al.) and educational views; education in terms of basic sociological theories (functionalism, structuralism, symbolic interactionism, conflict theory, critical theory, phenomenology and ethnometodology); social processes (socialization, social stratification, social mobility, social change, etc.) and education; social institutions (family, religion, economy, politics) and education; The development of sociology and the sociology of education in Turkey (Ziya Gokalp, Ismail Hakki Baltacıoğlu, Nurettin Artillery, Mumtaz Turhan et al.); culture and education; school as a social, cultural, moral system and community. |
Week | Subject | Related Preparation |
1) | Definition of sociology, its emergence and development | |
2) | Main concepts of sociology | |
3) | Educational sociology, its emergence and develoment | |
4) | Education and society, social phase of education | |
5) | School as a social institution | |
6) | Population and education | |
7) | Teaching as a subject | |
8) | Midterm | |
9) | Social politics and education | |
10) | Ecology and education | |
11) | Development and education | |
12) | Development and education(Cont) | |
13) | Education and economy | |
14) | Education and social values |
Course Notes / Textbooks: | Akyüz, H. Eğitim Sosyolojisinin Temel Kavram ve Alanları Üzerine Bir Araştırma. Ankara: MEB Yayınları,1992. Dewey, J. Okul ve Toplum. Ankara: PegemA Yayıncılık,2008. -Doğan, İ. Eğitim Sosyolojisi. Ankara: Nobel Yayın Dağıtım, 2011. Doğan, İ. Sosyoloji: Kavramlar ve Sorunlar. Ankara: PegemA Yayıncılık,2002. -Gallino, L. Küreselleşme ve Eşitsizlik. Ankara: Dost Kitabevi Yayınları, 2007. Güneş, M. ve Güneş, H. Türkiye'de Eğitim Politikaları ve Sivil Toplum. Ankara: Anı Yayıncılık,2003. -Kongar, E. Demokrasi ve Kültür. Ankara: Remzi Kitabevi,1983. |
References: | Tezcan, M. (1997). Eğitim Sosyolojisi. Ankara Kaya, M. (1985). Eğitim Sosyolojisi. Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi yayınları. Akyüz, H. (1991). Eğitim Sosyolojisinin Temel Kavramları Üzerine Bir Araştırma. İstanbul: Milli eğitim Bakanlığı Yayınları. Çelikkaya, H. (2013). Fonksiyonel eğitim sosyolojisiç Ankara: Nobel yayınları. Erkal, M. B. Baloğlu – F. Baloğlu (2004). Ansiklopedik Sosyoloji Sözlüğü. İstanbul: Der Yayınları. |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Homework Assignments | 1 | % 25 |
Midterms | 1 | % 25 |
Final | 1 | % 40 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 60 | |
PERCENTAGE OF FINAL WORK | % 40 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 2 | 28 |
Homework Assignments | 1 | 15 | 15 |
Midterms | 1 | 15 | 15 |
Final | 1 | 25 | 25 |
Total Workload | 83 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Analyze and demonstrate knowledge of concepts, ideas, applications in early childhood education and to be able to evaluate them critically. | |
2) | To understand and know the developmental and learning capacities of 0-66 month old children and to reflect these to their education process. | |
3) | Implementation of the subject matter, pedagogical and professional knowledge necessary for early childhood education. | |
4) | Create teaching potential for 0-66 months old children regarding their multidimensional developmental process including skills and attitudes and behavior applicable to life. | |
5) | To know how to develop, apply and evaluate learning mediums with sıitable education programs, teaching approach and methods and techniques which is flexible for each individual child . | |
6) | To know and apply the necessary measurement and assessmant techniques suitable for early childhood educaton. | |
7) | To develop and apply projects that supports children, families and individuals in the community and contributing positively to their developmental process. | |
8) | To integrate the knowledge and experience of working together with different programs and different age groups. | |
9) | To demonstrate the commitment to early childhood profession, professionalism,life-long learning and professional growth. | |
10) | To cooperate and collaborate with other individuals and community to bring awareness about early childhood education to society. | |
11) | To be able to recognize problems in early childhood education, to bring scientifically acceptable solutions to these problems and participate effectively in projects leading to such solutions. | |
12) | Demonstrate knowledge of the laws, regulations and policies related to early childhood education and act accordingly. | |
13) | To demonstrate commitment to societial,scientific and professional values. | |
14) | To recognize and respect different cultures and to be sensitive to individual and cultural differences. | |
15) | To demonstrate competence and ethical approach in information and communication technologies. | |
16) | To demonstrate English profiency in communicating, knowledge sharing and professional development areas of early childhood education. |