Master of Arts in Early Childhood Education non-thesis | |||||
Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 |
Course Code: | OKL555 | ||||||||
Course Name: | Düşünme Becerileri | ||||||||
Course Semester: | Fall | ||||||||
Course Credits: |
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Language of instruction: | |||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Department Elective | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Öğr.Gör. KÜBRA İPÇİ ÇELİK | ||||||||
Course Lecturer(s): |
Assoc. Prof. AYSUN GÜROL Dr.Öğr.Üyesi CÜNEYT BAŞBUĞU Dr.Öğr.Üyesi TUĞBA KORKMAZ |
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Course Assistants: |
Course Objectives: | In this course, it is aimed to apply the thinking skills in pre-school education and to evaluate the thinking skills education programs applied abroad and to adapt the approaches in these programs to pre-school education environments. |
Course Content: | In this course, it is aimed to apply the thinking skills in pre-school education and to evaluate the thinking skills education programs applied abroad and to adapt the approaches in these programs to pre-school education environments. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | What is thinking? Definitions for thinking and thinking skills. The importance of thinking skills, the place and importance of skills in education | article |
2) | Metacognition | article |
3) | The relationship between thinking and learning styles. | article |
4) | The Relationship between Intelligence and Thinking | article |
5) | Theories of Intelligence (Howard Gardner) and its adaptation to Preschool Education. | article |
6) | Theories of Intelligence (Howard Gardner) and its adaptation to Preschool Education. | article |
7) | midterm | lecture notes |
8) | Programs for critical thinking and critical thinking in preschool program | article |
9) | Problem Solving and Problem Based Education in Preschool Education. | article |
10) | Philosophical thinking for kids | article |
11) | Programs for developing Thinking Skills | article |
12) | Programs for developing Thinking Skills | article |
13) | Programs for developing Thinking Skills | article |
14) | Programs for developing Thinking Skills | article |
15) | Programs for developing Thinking Skills | article |
16) | final | article |
Course Notes / Textbooks: | bilişsel egzersizler |
References: | cognitive exercises |
Learning Outcomes | 1 |
2 |
3 |
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Program Outcomes | |||||||||
1) Based on its undergraduate level qualifications, it develops and deepens its knowledge in the same or different area at the level of expertise. | |||||||||
2) Understands the interdisciplinary interaction associated with early childhood education. | |||||||||
3) Evaluates and uses information in early childhood education with a systematic approach. | |||||||||
4) Interprets the information acquired in early childhood education with information from different disciplines and creates new information. | |||||||||
5) Identifies and solves problems related to early childhood by using research methods. | |||||||||
6) Takes initiative in studies related to early childhood education. | |||||||||
7) He/She offers studies in the field of early childhood education by supporting it with up-to-date data. | |||||||||
8) Evaluates the knowledge and skills acquired in the field of early childhood education with a scientific approach. | |||||||||
9) Communicates and maintains with national and international people, institutions and organizations in the field of early childhood education. | |||||||||
10) Evaluates current developments in the field of early childhood education by supporting them with quantitative and qualitative data. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Based on its undergraduate level qualifications, it develops and deepens its knowledge in the same or different area at the level of expertise. | 4 |
2) | Understands the interdisciplinary interaction associated with early childhood education. | |
3) | Evaluates and uses information in early childhood education with a systematic approach. | 4 |
4) | Interprets the information acquired in early childhood education with information from different disciplines and creates new information. | 4 |
5) | Identifies and solves problems related to early childhood by using research methods. | 5 |
6) | Takes initiative in studies related to early childhood education. | 4 |
7) | He/She offers studies in the field of early childhood education by supporting it with up-to-date data. | |
8) | Evaluates the knowledge and skills acquired in the field of early childhood education with a scientific approach. | 5 |
9) | Communicates and maintains with national and international people, institutions and organizations in the field of early childhood education. | |
10) | Evaluates current developments in the field of early childhood education by supporting them with quantitative and qualitative data. |
Expression | |
Brainstorming/ Six tihnking hats | |
Individual study and homework | |
Seminar |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
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 |
Midterms | 1 | 1 | 1 |
Final | 1 | 1 | 1 |
Total Workload | 30 |