| 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 |
| CET2103 | Basic Programming | Fall Spring |
2 | 2 | 3 | 4 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | Bachelor |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi YAVUZ SAMUR |
| Course Objectives: | This course aims to provide an overview of programming concepts, design and an introduction to coding using the C# language. The course has a focus on creating working computer programs in C#. This course will address fundamental concepts of analysis, design, code development, and testing. |
|
The students who have succeeded in this course; The students who have succeeded in this course; I. Identifying the components of a computer system II. Defining and analyzing the problem, finding a logical sequence of precise steps, developing algorithms III. Having knowledge of the fundamental programming concepts IV. Developing computer programs with C# V. Understanding the basics of structured programming VI. Gaining hands-on experience to develop object oriented thinking VII. Becoming familiar with some major data structures and algorithms VIII. Becoming familiar with advanced programming concepts of C# |
| An Introduction to Important Concepts of Computer System (Computer Components, Software, Operating System, File System, Programming Languages, Compilers) Problem Solving (Algorithms, Pseudocode, Flow-chart), Algorithm Design Primitive Data Types, Constants, Variables, Identifiers, Named Constants, Arithmetic Operations Relational and Logical Operators, Conditional Statements ('If' Selection Structures, 'Switch Case' Blocks) Repetition Structures (Do/While Repetition Structure, the for repetition structure), break and continue statements Repetition Structures (Do/While Repetition Structure, the for repetition structure), break and continue statements Functions, Recursion, Function Overloading Strings, String functions Arrays Multi-Dimensional Arrays Sorting, Seaching arrays Classes Classes ( Inheritance, Functions, Polymorphism) |
| Week | Subject | Related Preparation | |
| 1) | An Introduction to Important Concepts of Computer Systems (Computer Components, Software, Operating System, File System, Programming Languages, Compilers) | Reading about important concepts of computer systems from resources | |
| 2) | Problem Solving (Algorithms, Pseudocode, Flow-chart), Algorithm Design | Having knowledge about algorithm design techniques from the course book and other sources | |
| 3) | Primitive Data Types, Constants, Variables, Identifiers, Named Constants, Arithmetic Operations | Designing sample programs using the pseudo-code and flowchart algorithm design techniques Reading the sections of the text book about Primitive Data Types, Constants, Variables, Named Constants, Arithmetic Operations | |
| 4) | Relational and Logical Operators, Conditional Statements | Writing simple C# programs | |
| 5) | Quiz, Do/While, While Repetition Structures with break,continue statements | Developing programs that contains relational and logical operators Reading the related parts of the course book and reference sources with loops | |
| 6) | For repetition structures | Writing the pseudo-codes, drawing flowcharts and writing C# codes of sample programs | |
| 7) | Quiz, Functions, Recursion, Inline functions, Function Overloading | Having knowledge about modular programming from course book and reference sources | |
| 8) | Midterm Exam, Arrays in C# | Developing sample C# programs with arrays and functions. | |
| 9) | Strings, String functions | Reading the related sections of the course book and reference sources with strings and built-in string functions | |
| 10) | Multi-dimensional arrays | Developing sample C#programs related with arrays | |
| 11) | Sorting Arrays, searching in Arrays | Writing sample programs about strings, using built-in string functions in C# programs | |
| 12) | Quiz, Embeded Functions | Writing sample programs about embeded functions, using built-in functions in C# programs | |
| 13) | Classes | Writing sample programs about classes, in C# programs | |
| 14) | Inheritance, Polymorphism | Writing sample programs about classes, using inheritance and polymorphism in C# programs | |
| Course Notes: | Paul J. Deitel, Harvey M. Deitel, CSharp How to Program |
| References: | https://www.tutorialspoint.com/csharp/index.htm |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | % 0 | |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | 3 | % 30 |
| Homework Assignments | % 0 | |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | 1 | % 25 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 45 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 55 | |
| PERCENTAGE OF FINAL WORK | % 45 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 2 | 28 |
| Laboratory | 14 | 2 | 28 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 3 | 9 | 27 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 10 | 10 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 15 | 15 |
| Total Workload | 108 | ||
| 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. |