| 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
|
Information Package / Course Catalogue