The aim of the course is to help teacher candidates to understand and give information about curriculum development process
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Contribution of the Course to Professional Development
Recognizing the problematic situations experienced in the training programs created. Conducting program development in a systematic and continuous manner based on scientific foundations and in an appropriate manner. Using various methods and techniques in learning new techniques in program development and in presenting the information to be provided within the scope of education programs.
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Learning Outcomes:
1
to explain basic curriculum development concepts;
2
to explain the elements of edicational program and their relations;
3
to give examples about needs assesment process and it's techniques;
4
To comprehend the curriculum development models;
5
To explain the approaches about educatonal program design;
6
To explain the important factors while preparing educational program in relation with the programs elements;
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Course Content:
Week
Theoretical
Practical
1
Introduction and explanations about course
2
Basic concepts of curriculum development
3
Basis of curriculum development
4
Curriculum development at Turkey and World
5
Design of educational program
6
Approaches to educational program design
7
Curriculum development models in education
8
Plannin in curriculum development
9
Needs assesment
10
Needs assesment techniques
11
Preparing program design
12
Determination of goals and content
13
Determination of learning experiences and evaluation
14
General discussion and summary
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Textbooks, References and/or Other Materials:
Sönmez. V. (2007). Öğretim ilke ve yöntemleri. Ankara: Anı yayıncılık. Küçükahmet, L. (2006).Öğretimde planlama ve değerlendirme. (17. Baskı).Ankara: Nobel Yayıncılık. Demirel, Ö. (2009). Planlamadan uygulamaya öğretme sanatı. Ankara: Pegema Yayıncılık. Demirel, Ö. (2004). Kuramdan uygulamaya eğitimde program geliştirme (yedinci baskı). Ankara: PEGEMA Yayıncılık. Büyükkaragöz, S.S. (1997). Program geliştirme “kaynak metinler” (ikinci baskı). Konya: Kuzucular Ofset. Uzun, A., Şahin, E., Uz, R., & Şahin, Ş. (2019). Anadolu Lisesi İngilizce Ders Programının Bağlam-Girdi-Süreç-Ürün Modeline Göre Öğrenci Görüşleri Açısından Değerlendirilmesi.International Journal of Turkish Studies, 14(5),2729-2750.
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Assesment
TERM LEARNING ACTIVITIES
NUMBER
PERCENT
Midterm Exam
1
40
Quiz
0
0
Homeworks, Performances
0
0
Final Exam
1
60
Total
2
100
Contribution of Term (Year) Learning Activities to Success Grade
40
Contribution of Final Exam to Success Grade
60
Total
100
Measurement and Evaluation Techniques Used in the Course
The homework that students do during the semester are evaluated with the evaluation forms prepared by the instructor. Measurement and evaluation is carried out with multiple choice and written exam questions.
Information
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ECTS / WORK LOAD TABLE
Activites
NUMBER
TIME [Hour]
Total WorkLoad [Hour]
Theoretical
14
2
28
Practicals/Labs
0
0
0
Self Study and Preparation
10
4
40
Homeworks, Performances
0
0
0
Projects
0
0
0
Field Studies
0
0
0
Midtermexams
1
20
20
Others
0
0
0
Final Exams
1
32
32
Total WorkLoad
120
Total workload/ 30 hr
4
ECTS Credit of the Course
4
26
CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS
