Course Objectives:
The aim of the course it to furnish the students with theoretical knowledge and skills that they could make use of them during their implementation.
Course Content:
Basic terms and concepts, curriculum development models, curriculum development process, goals and objectives, content, learning climate, curriculum evaluation approaches, theory and application.
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 of the Course | Program Learning Outcomes | Teaching Methods | Assessment Methods |
| 1)Students use basic terms and concepts related to curriculum development. | 1,2,3,7,8,9,10 | 1,2,3 | 1,2 |
| 2) Students have necessary knowledge about the curriculum design models, approaches and strategies. | 1,2,3,7,8,9,10 | 1,2,3,4,5,6 | 1,2 |
| 3) Students shall analyze and evaluate national and international curriculum. | 1,2,4,5,8,9,10 | 2,4,6 | 1,2 |
| 4) Students shall design and implement curriculum in the field of education. | 1,2,3,6,7,8,9,10 | 1,2,3,4,5,6 | 1,2 |
| 5) Students have their own curriculum development philosophy. | 1,2,3,7,8,9,10 | 1,2,3 | 1,2 |
Dersin Akışı
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Basic Terms and Concepts of Curriculum Design |
J. Wiles. Curriculum Development
P.Sharma Encyclopaedia of Curriculum development (Set 3 Vols.) |
| 2 | Philosophy of Education | J. Dewey Democracy and Education. Veysel Sönmez Eğitim Felsefesi Anı Yayıncılık |
| 3 | Philosophy of Education | Veysel Sönmez Eğitim Felsefesi Anı Yayıncılık |
| 4 | Curriculum Development Models |
Posner Curriculum Design.
Özcan Demirel Eğitimde Program Geliştirme |
| 5 | Curriculum Development Approaches | Posner. Curriculum Design. |
| 6 | Setting Goals and Objectives | Bloom. Handbooks of Taxonomy |
| 7 | Setting Goals and Objectives | Bloom. Handbooks of Taxonomy |
| 8 | Mid-Term | |
| 9 | Content Selection and Design |
Posner Curriculum Design.
J. Wiles. Leading Curriculum Development |
| 10 | Learning Climate | Article |
| 11 | Learning Climate | Article |
| 12 | Curriculum Evaluation Models | Münire Erden Eğitimde Program Değerlendirme (Evalution of Curriculum in Education) |
| 13 | Analysis of the National Curriculum | www.meb.gov.tr |
| 14 | Analysis of the International Curriculum | www.ibo.org. |
| 15 | Final | |
Kaynaklar
| Recommended Resources | |
| Lecture Notes | Shared in-class / via e-mail. |
| Additional Resources |
J. Wiles- Curriculum Development
P.Sharma Encyclopaedia of Curriculum development (Set 3 Vols.) Bloom-Handbooks of Taxonomy Veysel Sönmez Eğitim Felsefesi (Philosophy of Education) Anı Yayıncılık J. Dewey- Democracy and Education Özcan Demirel- Eğitimde Program Geliştirme (Curriculum Design in Education) |
Materyal Paylaşımı
| MATERIAL SHARING | |
| Documents | |
| Assignments | |
| Exams | |
Değerlendirme Sistemi
| ASSESSMENT | ||
| In-term Studies | Number | Percentage |
| Mid-term(s) | 1 | %40 |
| Quiz(es) | - | |
| Assignments | 2 | %60 |
| Total | %100 | |
| Contribution Of Final Examinatıon To Overall Grade | %60 | |
| Contribution Of In-Term Studies To Overall Grade | %40 | |
| 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 | 12 | 12 |
| Quiz(es) | - | - | - |
| Assignment(s) | 2 | 6 | 12 |
| Total Work Load | 141 | ||
| Total Work Load / 25 (h) | 5,64 | ||
| ECTS Credit of the Course | 6 | ||