School/Faculty/Institute | Faculty of Education | ||||||
Course Code | EDS 339 | ||||||
Course Title in English | Computer Programming for Educators (Python) | ||||||
Course Title in Turkish | Eğitimciler için Bilgisayar Programlama (Python) | ||||||
Language of Instruction | EN | ||||||
Type of Course | Flipped Classroom | ||||||
Level of Course | Seçiniz | ||||||
Semester | Güz | ||||||
Contact Hours per Week |
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Estimated Student Workload | 109 hours per semester | ||||||
Number of Credits | 5 ECTS | ||||||
Grading Mode | Standard Letter Grade | ||||||
Pre-requisites | None | ||||||
Expected Prior Knowledge | Basic use of computer and mathematics knowledge | ||||||
Co-requisites | None | ||||||
Registration Restrictions | Only Undergraduate Students | ||||||
Overall Educational Objective | To be equipped with programming skills and knowledge that enhance and support counseling practices. | ||||||
Course Description | This undergraduate course is tailored for prospective educators and school counselors seeking to develop programming skills specifically designed to enhance educational and counseling practices. Through this course, students will explore the application of programming in educational sciences and counseling, focusing on its potential to enhance their technology and counseling skills in the digital age. Students will engage in hands-on activities and projects, learning programming languages and techniques that enable them to design and develop educational software applications. Emphasis will be placed on creating interactive and engaging learning experiences that foster problem-solving, critical thinking, and creativity among students. By the end of the course, students will possess the necessary programming expertise to create online counseling tools and resources, empowering them to facilitate dynamic and innovative counseling environments for their future clients. | ||||||
Course Description in Turkish | Bu lisans düzeyindeki ders, eğitim ve danışmanlık uygulamalarını geliştirmek için özel olarak tasarlanmış programlama becerilerine sahip olmak isteyen potansiyel eğitimciler ve okul psikolojik danışmanları için uyarlanmıştır. Bu ders aracılığıyla öğrenciler, dijital çağda teknoloji ve danışmanlık becerilerini geliştirme potansiyeline odaklanarak eğitim bilimleri ve danışmanlıkta programlama uygulamasını keşfedeceklerdir. Öğrenciler, programlama dillerini ve tekniklerini öğrenerek el becerisi gerektiren etkinlikler ve projelerle meşgul olacaklar ve eğitsel yazılım uygulamalarını tasarlamak ve geliştirmek için gerekli bilgi ve beceriyi kazanacaklar. Vurgu, öğrenciler arasında problem çözme, eleştirel düşünme ve yaratıcılığı teşvik eden etkileşimli ve ilgi çekici öğrenme deneyimleri yaratmaya yönelik olacaktır. Kursun sonunda öğrenciler, çevrimiçi danışmanlık araçları ve kaynakları oluşturmak için gerekli programlama uzmanlığına sahip olacak ve gelecekteki danışanlarında dinamik ve yenilikçi danışmanlık ortamlarını kolaylaştırma konusunda onları güçlendirecektir. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) describe programming languages and tools commonly used in educational contexts 2) apply programming skills to enhance students' counseling skills to support their clients in their counseling journey; 3) utilize programming to create interactive and engaging educational resources that foster problem-solving, critical thinking, and creativity among students; 4) demonstrate skills in utilizing programming to analyze psychoeducational data and make data-driven decisions; 5) exhibit ethical and responsible use of programming in counseling, ensuring privacy, security, and inclusivity; 6) demonstrate effective communication skills in explaining programming concepts and their applications in psychoeducational contexts and; 7) increase clients' awareness of their issues, providing tailored tools in counseling. |
Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
---|---|---|---|---|---|---|---|
1) Apply effective and student-centered specific teaching methods and strategies in order to improve students’ mathematical thinking and problem solving skills. | |||||||
2) Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. | |||||||
3) Demonstrate knowledge in various areas of mathematics (such as analysis, algebra, linear algebra, geometry, topology, mathematical modeling, statistics and probability, differential equations) and nature of science and mathematics. | |||||||
4) Display knowledge and skills in developing programs, teaching technologies and materials in order to teach mathematics in effective and meaningful ways based on student needs. | |||||||
5) Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning. | |||||||
6) Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. | |||||||
7) Collaborate and respectively communicate with colleagues and student parents such that students learn mathematics in best ways and at the same time feel happy and safe. Work effectively within teams of their own discipline and multi-disciplinary as well as take individual responsibility when they work alone. | |||||||
8) Have awareness of need for life-long learning. Access information and following developments in education, science and technology. Display skills of solving problems related to their field, renew and improve themselves and critically analyze and question their own work. Use information technologies in effective ways. | |||||||
9) Use scientific investigation effectively to solve problems in mathematics teaching and learning based on scientific methods. Critically investigate, analyze and make a synthesis of data, and develop solutions to problems based on data and scientific sources. | |||||||
10) Exhibit skills of communicating effectively in oral and written Turkish and command of English at least at B2 general level of European Language Portfolio. | |||||||
11) Have awareness of and sensitivity to different cultures, values and students’ democratic rights. | |||||||
12) Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. | |||||||
13) Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities. | |||||||
14) Display knowledge in national culture and history as well as international cultures and recognize their richness. Have awareness of and participate to developments in society, culture, arts and technology. |
N None | S Supportive | H Highly Related |
Program Outcomes and Competences | Level | Assessed by | |
1) | Apply effective and student-centered specific teaching methods and strategies in order to improve students’ mathematical thinking and problem solving skills. | H | HW |
2) | Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. | S | HW |
3) | Demonstrate knowledge in various areas of mathematics (such as analysis, algebra, linear algebra, geometry, topology, mathematical modeling, statistics and probability, differential equations) and nature of science and mathematics. | H | HW |
4) | Display knowledge and skills in developing programs, teaching technologies and materials in order to teach mathematics in effective and meaningful ways based on student needs. | S | HW |
5) | Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning. | S | HW |
6) | Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. | N | |
7) | Collaborate and respectively communicate with colleagues and student parents such that students learn mathematics in best ways and at the same time feel happy and safe. Work effectively within teams of their own discipline and multi-disciplinary as well as take individual responsibility when they work alone. | S | HW,Project |
8) | Have awareness of need for life-long learning. Access information and following developments in education, science and technology. Display skills of solving problems related to their field, renew and improve themselves and critically analyze and question their own work. Use information technologies in effective ways. | H | HW,Project |
9) | Use scientific investigation effectively to solve problems in mathematics teaching and learning based on scientific methods. Critically investigate, analyze and make a synthesis of data, and develop solutions to problems based on data and scientific sources. | H | Project |
10) | Exhibit skills of communicating effectively in oral and written Turkish and command of English at least at B2 general level of European Language Portfolio. | N | |
11) | Have awareness of and sensitivity to different cultures, values and students’ democratic rights. | S | HW |
12) | Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. | N | |
13) | Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities. | N | |
14) | Display knowledge in national culture and history as well as international cultures and recognize their richness. Have awareness of and participate to developments in society, culture, arts and technology. | S | HW,Project |
Prepared by and Date | TUNA ÇAKAR , February 2024 |
Course Coordinator | MELİKE ACAR |
Semester | Güz |
Name of Instructor | Öğr. Gör. PAKER DOĞU ÖZDEMİR |
Hafta | Konu |
1) | Introduction to computer programming |
2) | Fundamental concepts for algorithms |
3) | Basic programming |
4) | Variables |
5) | Calculations |
6) | Conditionals |
7) | Loops |
8) | Functions |
9) | Methods |
10) | Lists |
11) | Using numpy for numeric calculations |
12) | Using pandas for data tables |
13) | Using matplotlib for data visualization |
14) | General Review |
15) | Final Project |
16) | Final Project |
Required/Recommended Readings | Python Book for Data Science, Jake VanderPlas https://jakevdp.github.io/PythonDataScienceHandbook/ | ||||||||||||||||||
Teaching Methods | Flipped Learning | ||||||||||||||||||
Homework and Projects | |||||||||||||||||||
Laboratory Work | |||||||||||||||||||
Computer Use | The course heavily requires use of computers, thus students are expected to bring their own computers to use. | ||||||||||||||||||
Other Activities | |||||||||||||||||||
Assessment Methods |
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Course Administration |
cakart@mef.edu.tr 1. Active Participation: Student participation in every aspect of the course is essential. Active participation requires attendance, research, reading, reflection, participation in class discussions, sharing observations made in K-12 schools and classrooms, asking questions and giving feedback to students who are making presentations. 2. Attendance: Attendance in class activities is very important. Working collaboratively on projects/research/reports/presentations is an important part of a teacher/counselor's role. Class participation/collaborative produce grades will only be given to students who attend the class and work with their classmates on the projects. 3. Accommodations: Any student needing special accommodations (testing, seating, etc.) must notify the instructor within the first two weeks of class. 4. Academic Integrity: In meeting course requirements, honesty is essential and students are expected to abide by MEF policy of academic integrity, prohibiting cheating, plagiarizing, or otherwise falsifying results of any work. This applies to exams, papers, reports, and all other assignments. 5. Email Addresses: Emails assigned by the university must be used to communicate by the instructor and classmates. 6. If you miss more than 30% of the course (that is more than 12 hours), you forfeit your right to do the final project and will receive a grade of FC. Rules for attendance: The student must attend at least 70% of the classes. Statement on academic dishonesty and plagiarism: Law on Higher Education Article 54. |
Activity | No/Weeks | Hours | Calculation | ||||
No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
Ders Saati | 14 | 1 | 2 | 1 | 56 | ||
Laboratuvar | 14 | 0 | 2 | 28 | |||
Ödevler | 5 | 5 | 0.5 | 27.5 | |||
Total Workload | 111.5 | ||||||
Total Workload/25 | 4.5 | ||||||
ECTS | 5 |