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Course Code: 
EPÖ 511
Semester: 
Güz
Course Type: 
Zorunlu
P: 
3
Lab: 
0
Credits: 
3
ECTS: 
6
Course Objectives: 
The course will help to understand the effectiveness of active learning and its basic methods such as cooperative learning. Students will design active learning activities for different context
Course Content: 

The course content includes theoretical background and implementation of active learning, and methods especially cooperative learning, and other small group techniques.

Course Methodology: 
1: Lecture, 2: Case study, 3: Problem solving 4:Discussion 5:Simulation 6: Group work
Course Evaluation Methods: 
1. Written exam 2. Multiple choice test 3. Space filling 4. True / False 5. Oral exam 6. Portfolio

Vertical Tabs

Dersin Öğrenme Çıktıları

Learning Outcomes Program Learning Outcomes   Teaching Methods Assessment Methods
1) Students will be able to define active and cooperative learning. 1,2,3,6,7   1, 2, 3, 4, 5 1, 2, 3, 4, 5, 6
2)Students will be able to understand proven educational benefits of active learning. 1,2,3,6,7,8   1, 2, 3, 4, 5 1, 2, 3, 4, 5, 6
3)Students will be able to implement techniques for helping students develop the social skills for group interaction. 1,2,3,4,6,7   1, 2, 3, 4, 5 1, 2, 3, 4, 5, 6
4)Design a micro-teaching session on active learning strategies with its learning outcomes and perform in the class.     1,2,3,4,5,6,7   1, 2, 3, 4, 5, 6 1, 2, 3, 4, 5, 6
5)Students will be able to develop strategies to solve students resistance problems to active learning and to overcome it. 1,2,3,6,7,9   1, 2, 3, 4, 5, 6 1, 2, 3, 4, 5, 6
6)Students will be able to desing a unit with the implementation of different active learning strategies for desired outcomes. 1,2,3,4,5,6,7   1, 2, 3, 4, 5 1, 2, 3, 4, 5, 6

 

Dersin Akışı

COURSE CONTENT
Week Topics Study Materials
1 Introduction to the course, basic concepts  
2 History of active learning  
3 Active learning methods  
4 Active learning methods  
5 The importance of asking questions in active learning  
6 Active learning and multiple intelligence theory  
7 Cooperative learning  
8 Self-regulated learning  
9 Midterm project ->a lesson plan based on active learning  
10 Active Learning Stretegies - presentations  
11 Active Learning Stretegies - presentations  
12 Active Learning Stretegies - presentations  
13 Active Learning Stretegies - presentations  
14 Active Learning Stretegies - presentations  

 

Kaynaklar

RECOMMENDED SOURCES
Textbook Açıkgöz,K. (2005) Aktif Öğrenme. Bilim yayınları

 

Additional Resources Bonwell, C.C. & Eisen, J.A. (1991). Active Learning: Creating Excitement in the Classroom. School of Education and Human Development, George Washington University: Washington DC.

 

Feison, J. (2010). Using active learning instructional strategies to create excitement and enhance learning. Jurnal Pendidikantentang Strategi Pembelajaran Aktif (Active Learning) Books, 2.

 

Feldman and McPhee (2008) The science of learning, the art of teaching

 

Finelli, C.J., Nguyen, K., Demonbrun, M., Borrego, M., Prince, M., Husman, J., Henderson, C., Shekhar, P., & Waters, C. K. (2018). Reducing student resistance to active learning: Strategies for instructors. Journal of College Science Teaching, 47(5), 80-91.

 

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.

 

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74.
 

Kothiyal, A., Murthy, S., & Iyer, S. (2014). Think-pair-share in a large CS1 class. Proceedings of the 2014 Conference on Innovation & Technology in Computer Science Education - ITiCSE '14. doi:10.1145/2591708.2591739

 

McCarthy, J. P., & Anderson, L. (2000). Active learning techniques versus traditional teaching styles: two experiments from history and political science. Innovative Higher Education, 24(4), 279-294.
 

 

Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of engineering education, 93(3), 223-231.

 

 

Materyal Paylaşımı

MATERIAL SHARING
Documents Will be shared in Moodle.
Assignments  
Exams  

 

Değerlendirme Sistemi

ASSESSMENT
IN-TERM STUDIES NUMBER PERCENTAGE
Midterm/project 1 30
Assignment(s) 1 40
Final   30
Total   70
CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE   30
CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE   70
Total   100

 

Dersin Program Çıktılarına Katkısı

COURSE'S CONTRIBUTION TO PROGRAM
No Program Learning Outcomes Contribution
1 2 3 4 5  
1 Understanding and the history, principles and philosophy of curriculum and instruction and being able to use them     X      
2 To be aware of the national and international current developments and implementations,     X      
3 To know the variables involved in teaching-learning process and to design the lessons in the light of them.         X  
4 To know the scientific research methods necessary for his/her personal and academic development and to have the ability to apply them as carrying out research studies and reporting their findings in the field of curriculum and instruction.         X  
5 To be able to use information and communication technologies efficiently for his/her personal and academic development and the analysis of the data collection.   X        
6 To know and make use of the theories related to development, learning and personal growth for life-long positive development.         X  
7 To be equipped with the necessary teaching-learning qualifications as well as the necessary skills to develop them professionally.         X  
8 To know the principles and techniques of curriculum and syllabus evaluation and to be able to evaluate the curriculum and syllabus in the light of them.         X  
9 To grasp and to apply the social, cultural and societal responsibilities and to be able to act upon these properties.         X  
10 To understand the properties and structure of projects based upon needs and to be able to run the project process in line with these properties.         X  

 

AKTS İş Yükü Tablosu

ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION
Activities Quantity Duration
(Hour)
Total
Workload
(Hour)
Course Duration (Including the exam week: 15x Total course hours) 15 3 45
Hours for off-the-classroom study (Pre-study, practice) 15 4 60
Mid-Term(s) 1 10 10
Quiz(es) - - -
Assignment(s) 1 10 10
Final 1 20 20
Total Work Load     145
Total Work Load / 25 (h)     5,8
ECTS Credit of the Course     6