Pre-School Education | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | EGTP162 | ||||||||
Course Name: | Educational Philosophy | ||||||||
Course Semester: | Fall | ||||||||
Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Compulsory | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Dr.Öğr.Üyesi MUHARREM KÖKLÜ | ||||||||
Course Lecturer(s): |
Dr.Öğr.Üyesi MUHARREM KÖKLÜ |
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Course Assistants: |
Course Objectives: | Gaining knowledge, skills and attitudes about the relationship between education and philosophy, educational currents, philosophical views that direct the Turkish Education System and thinkers. |
Course Content: | 1. Introducing the course and determining and discussing the principles related to the course (What is philosophy? Branches the philosophy: Ontology, Epistemology, Axiology, Logic) 2. Educational Philosophy and Its Relation with Other Systems 3. General Philosophical Thoughts and Education I Idealism and Education - Realism and Education 4. General Philosophical Thoughts and Education II Dialectical Materialism and Education – Pragmatism and Education 5. Trends in Educational Philosophy and Education I Perennialism 6. General review and discussion 7. Trends in Educational Philosophy and Education II Esasicicilik (Temellendirmecilik) 8. Trends in Educational Philosophy and Education III Progressivism 9. Trends in Educational Philosophy and Education IV Reconstructionism 10. Trends in Educational Philosophy and Education V Naturalism 11. Trends in Educational Philosophy and Education VI Polytechnic Education 12. General review and discussion 13. Philosophy Upon Which Turkish National Education System Is Based. Before and After Islam- Seljuqs and Ottoman- Republic Period 14. Republic period, Philosophers who Contributed to Educational Philosophy, Atatürk’s understanding of Education |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Introducing the course and determining and discussing the principles related to the course (What is philosophy? Branches the philosophy: Ontology, Epistemology, Axiology, Logic) | |
2) | Educational Philosophy and Its Relation with Other Systems | |
3) | General Philosophical Thoughts and Education I Idealism and Education - Realism and Education | |
4) | Introducing General Philosophical Thoughts and Education II Dialectical Materialism and Education – Pragmatism and Education | |
5) | Trends in Educational Philosophy and Education I Perennialism | |
6) | General review and discussion | |
7) | Trends in Educational Philosophy and Education II Esasicicilik (Temellendirmecilik) | |
9) | Trends in Educational Philosophy and Education IV Reconstructionism | |
10) | Trends in Educational Philosophy and Education V Naturalism | |
11) | Trends in Educational Philosophy and Education VI Polytechnic Education | |
12) | General review and discussion | |
13) | Philosophy Upon Which Turkish National Education System Is Based. Before and After Islam- Seljuqs and Ottoman- Republic Period | |
14) | Republic period, Philosophers who Contributed to Educational Philosophy, Atatürk’s understanding of Education |
Course Notes / Textbooks: | Arslanoğlu, İbrahim. Eğitim Felsefesi. Cevizci, Ahmet. Eğitim Felsefesi. Ergün, Mustafa. Eğitim Felsefesi. Noddings, Nel. Eğitim Felsefesi. Çev. Raşit Çelik. Nobel Yayıncılık. Sönmez, Veysel. Eğitim Felsefesi. Anı Yayıncılık. Topses, Gürsen. Eğitim Felsefesinin Temel Sorunları. |
References: | Arslanoğlu, İbrahim. Eğitim Felsefesi. Cevizci, Ahmet. Eğitim Felsefesi. Ergün, Mustafa. Eğitim Felsefesi. Noddings, Nel. Eğitim Felsefesi. Çev. Raşit Çelik. Nobel Yayıncılık. Sönmez, Veysel. Eğitim Felsefesi. Anı Yayıncılık. Topses, Gürsen. Eğitim Felsefesinin Temel Sorunları. |
Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
6 |
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Program Outcomes | ||||||||||||||||
1) P1.Having the ability to use the native language correctly and effectively | ||||||||||||||||
2) P2. Being aware of personal differences. | ||||||||||||||||
3) P3. Having an understanding of the personal development characteristics and development process in early childhood. | ||||||||||||||||
4) P4. Being able to read, interpret and discuss academic studies on their field. | ||||||||||||||||
5) P5. Following progressive sources about the field, and using said sources on resolving the possible problems. | ||||||||||||||||
6) P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development. | ||||||||||||||||
7) P7. Knowing a foreign language at least on a basic level. | ||||||||||||||||
8) P8. Being able to develop a positive attitude towards lifelong learning. | ||||||||||||||||
9) P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment. | ||||||||||||||||
10) P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary. | ||||||||||||||||
11) P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken. | ||||||||||||||||
12) P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children. | ||||||||||||||||
13) P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation. | ||||||||||||||||
14) P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments. | ||||||||||||||||
15) P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose. | ||||||||||||||||
16) P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions. | ||||||||||||||||
17) P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | P1.Having the ability to use the native language correctly and effectively | 3 |
2) | P2. Being aware of personal differences. | 2 |
3) | P3. Having an understanding of the personal development characteristics and development process in early childhood. | |
4) | P4. Being able to read, interpret and discuss academic studies on their field. | 3 |
5) | P5. Following progressive sources about the field, and using said sources on resolving the possible problems. | 2 |
6) | P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development. | |
7) | P7. Knowing a foreign language at least on a basic level. | |
8) | P8. Being able to develop a positive attitude towards lifelong learning. | 3 |
9) | P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment. | 3 |
10) | P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary. | |
11) | P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken. | |
12) | P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children. | |
13) | P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation. | |
14) | P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments. | |
15) | P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose. | |
16) | P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions. | |
17) | P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based. |
Expression | |
Brainstorming/ Six tihnking hats | |
Individual study and homework | |
Lesson | |
Group study and homework | |
Reading | |
Homework | |
Role Playing | |
Q&A / Discussion | |
Web Based Learning |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Oral Examination | |
Homework | |
Presentation |
Semester Requirements | Number of Activities | Level of Contribution |
Midterms | 1 | % 40 |
Final | 1 | % 60 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 2 | 28 |
Study Hours Out of Class | 14 | 2 | 28 |
Homework Assignments | 1 | 6 | 6 |
Midterms | 1 | 6 | 6 |
Final | 1 | 8 | 8 |
Total Workload | 76 |