LSC 521 Comparative Educational ThoughtMEF UniversityDegree Programs Learning Sciences (Non-Thesis) (English)General Information For StudentsDiploma SupplementErasmus Policy Statement
Learning Sciences (Non-Thesis) (English)
Master Length of the Programme: 1.5 Number of Credits: 90 TR-NQF-HE: Level 7 QF-EHEA: Second Cycle EQF: Level 7

Ders Genel Tanıtım Bilgileri

School/Faculty/Institute Graduate School
Course Code LSC 521
Course Title in English Comparative Educational Thought
Course Title in Turkish Comparative Educational Thought
Language of Instruction EN
Type of Course Flipped Classroom,Lecture
Level of Course Seçiniz
Semester Spring,Fall
Contact Hours per Week
Lecture: 3 Recitation: - Lab: - Other: -
Estimated Student Workload 130 hours per semester
Number of Credits 5 ECTS
Grading Mode Standard Letter Grade
Pre-requisites None
Expected Prior Knowledge None
Co-requisites None
Registration Restrictions Graduate Students Only
Overall Educational Objective Every graduate student who develops himself towards becoming an educational leader is a Turkish or foreign student. Preferably, more than one educational thinker will be found, and this thinker or thinkers will be informed about education. will examine their opinions, discuss them, criticize them and simultaneously with this process, will create the idea of ​​education.
Course Description This course is designed for Master's Program students who are training as educational leaders to research, examine, criticize and discuss the ideas of Turkish and/or foreign educational thinkers and simultaneously develop their own educational ideas.
Course Description in Turkish Bu ders, eğitim lideri olarak yetişmekte olan Yüksek Lisans Programı öğrencilerinin Türk ve/veya yabancı eğitim düşünürlerinin fikirlerini araştırması, incelemesi, eleştirmesi, tartışması ve eş zamanlı olarak kendi eğitim düşüncelerini geliştirmeleri için tasarlanmıştır.

Course Learning Outcomes and Competences

Upon successful completion of the course, the learner is expected to be able to:
1) Students learn, criticize and interpret the thoughts of Turkish and foreign educational thinkers on different dimensions of education.
2) Students develop their own views on the fundamental dimensions of education, such as the meaning and purpose of education, teachers, curriculum, methods, students, assessment, values, equity in education, and so on.
Program Learning Outcomes/Course Learning Outcomes 1 2
1) Ability to investigate innovative ideas in education, evaluate and design best teaching practices
2) Deep knowledge related to research in education, psychology of K-12 children and social issues affecting success in education
3) Appreciation of interdisciplinary views from Psychology, Engineering, and Education that will be effective in decision making in educational issues
4) Ability to design and implement educational programs that will be permanent and good for the benefits of K-12 students
5) Capability to use technological tools to design educational settings and lessons
6) Awareness of the importance of being a lifelong learner
7) Ability to situate themselves in ‘learner’ position when planning educational settings
8) Competence to evaluate educational research articles
9) Competence to communicate academically, in writing and orally.

Relation to Program Outcomes and Competences

N None S Supportive H Highly Related
     
Program Outcomes and Competences Level Assessed by
1) Ability to investigate innovative ideas in education, evaluate and design best teaching practices N
2) Deep knowledge related to research in education, psychology of K-12 children and social issues affecting success in education N
3) Appreciation of interdisciplinary views from Psychology, Engineering, and Education that will be effective in decision making in educational issues N
4) Ability to design and implement educational programs that will be permanent and good for the benefits of K-12 students N
5) Capability to use technological tools to design educational settings and lessons N
6) Awareness of the importance of being a lifelong learner N
7) Ability to situate themselves in ‘learner’ position when planning educational settings N
8) Competence to evaluate educational research articles N
9) Competence to communicate academically, in writing and orally. N
Prepared by and Date ,
Course Coordinator MUSTAFA ÖZCAN
Semester Spring,Fall
Name of Instructor Prof. Dr. MUSTAFA ÖZCAN

Course Contents

Week Subject
1) Introduction to the Course
1) HOW TO WRITE A RESEARCH REPORT?
1) What is Educational Thought?-I
1) SHARING WILL BE MADE ABOUT THINKERS
1) THE MAIN LINE OF THE "MY EDUCATION THOUGHT" REPORT (HEADINGS AND SUBTITLES PRESENTING TITLES, CONTENTS PAGE, PLAN)
1) Presentation
1) Presentation
1) Presentation
1) Presentation
1) Presentation
1) Presentation
1) Presentation
1) Presentation
1) Presentation
1) End of Term Exams
1) End of Term Exams
Required/Recommended Readings-
Teaching MethodsFlipped Classroom
Homework and Projects-
Laboratory Work-
Computer Use-
Other Activities-
Assessment Methods
Assessment Tools Count Weight
Attendance 1 % 10
Project 1 % 15
Paper Submission 1 % 5
Final Examination 1 % 70
TOTAL % 100
Course Administration

Ödevler hazırlanırken akademik yazım kurallarına dikkat edilmesi gerekmektedir. Derste kayıt almak yasaktır. Etik kurallara aykırılık ve intihale müsamaha gösterilmez ve bu durumların tespiti halinde öğrenci dersten başarısız olur. Ayrıca durum Enstitü’ye bildirilir. Kopya çekmek veya çektirmek ve intihal yapmak 2547 Sayılı Yüksek Öğretim Kanunu'nun 54. Maddesi’ne tabi olacaktır.

ECTS Student Workload Estimation

Activity No/Weeks Hours Calculation
No/Weeks per Semester Preparing for the Activity Spent in the Activity Itself Completing the Activity Requirements
Course Hours 14 2 3 2 98
Project 1 8 8
Midterm(s) 1 8 2 10
Final Examination 1 12 2 14
Total Workload 130
Total Workload/25 5.2
ECTS 5