| Course Title | Code | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|
| Curriculum Development In Education | EPO501 | 3 + 0 | 3.0 | 9.0 |
| Prerequisites | None |
| Language of Instruction | Turkish |
| Course Level | Graduate |
| Course Type | |
| Mode of delivery | fulltime |
| Course Coordinator |
Prof. Dr. Abdurrahman KILIÇ |
| Instructor(s) |
Abdurrahman KILIÇ |
| Assistants | |
| Goals | Students who take this course will be able to: Explain conceptual and theoretical content related to program development; Analyze curriculum and program development studies in Turkey through these concepts and theories. |
| Course Content | I. Basic Concepts Education, formal-informal education, formal-non-formal education, education, program, educational program, curriculum, curriculum concepts. Program types.. II. Theoretical Foundations of Program Development in Education Philosophical, psychological, social (sociological) and historical foundations of program development, III. Program Development Processes in Education Program development concept, program development processes; planning-analysis, design, implementation, evaluation, IV. Program Development Models in Education Models used in program development; Tyler, Taba, Ornstein-Hunkins, Oliva Models Program development models applied in Turkey V. Program Design Processes Program design concept, program design process; Needs analysis, needs analysis approaches, techniques Design of goals, characteristics of goals, taxonomy of goals (cognitive - affective - psychomotor) Content-theme design, content organization approaches, content-goal relationship Educational situation-activity design, variables, stages Evaluation situation design, evaluation types, VI. Program Design Approaches in Education Program design concept, program design approaches based on subject-centered, student-centered and problem-centered. VII. Program Evaluation Approaches Program evaluation and program evaluation approaches VIII. Planning in Education-Training Principles of teaching, planned work in teaching; Teaching programs and teaching planning (unitized annual plan, daily plan examples); New trends in education and training; Teacher's duties and responsibilities in teaching. |
| Learning Outcomes |
- Recognize and use the basic concepts of program development and instruction. - Evaluates and reports the curriculum in terms of the curriculum development process. - Designs a curriculum in accordance with program development processes. - Plans, evaluates and manages the teaching-learning process. - Monitors current practices and developments in the field of education programs and instruction at national and international levels. - Conducts and reports scientific research related to his/her field. - It adopts the individual and professional competencies related to the teaching profession required by the age. - Uses teaching materials, technology and resources effectively in research and practice. - Adopts the principle of acting in accordance with nationally and internationally accepted ethical values in its professional and scientific studies. - She is open to collaboration and sharing in her academic studies related to her field. |
| Week | Topics | Learning Methods |
|---|---|---|
| 1. Week | Course description, resources and processing | |
| 2. Week | Basic concepts in program development, theoretical foundations of program development | |
| 3. Week | Program design approaches | |
| 4. Week | Program development models | |
| 5. Week | Program development process | |
| 6. Week | Planning program development, establishing committees | |
| 7. Week | Conducting needs analysis and preparing a work plan | |
| 8. Week | Preparing the program draft | |
| 9. Week | Purpose and content | |
| 10. Week | Educational status and evaluation | |
| 11. Week | Testing and evaluation of programs, testing process, evaluation approaches and models | |
| 12. Week | Implementation and reporting | |
| 13. Week | Implementation and reporting | |
| 14. Week | Discussion of the results |
| 1. Sönmez, V. (2008). Teacher's Handbook in Curriculum Development (13th Edition). Ankara: Anı Publishing. |
| 2. Demirel, Ö. (2008). Program Development in Education from Theory to Practice (11th Edition). Ankara: Pegema Publishing. |
| 3. Ertürk, S. (1977). ,Program Development in Education. Yelkentepe Publications: 4. |
| 4. Varış, F. (1994). Program Development in Education: Theory and Techniques. Ankara: Alkım Publishing. |
| 5. Doğan, H. (1977). Analysis and Program Development. Ankara. |
| 6. Doğan, H. (19). Program and Instructional Design in Education. Ankara. |
| 7. Ornstein, A.C. And F.B. Hunkins (1988). Curriculum: Foundation, Principles And Issues. New Jersey: Prentice Hall, Englewood Cliffs. |
| 8. Bekdemir, M., Y. Selim (2008). Revised Bloom Taxonomy and Its Application in the Example of Algebra Learning Area Erzincan Faculty of Education Journal Volume-Issue: 10-2. |
| 9. Kratwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory İnto Practice, 41( 4), 212–218. |
| Program Requirements | Contribution Level | DK1 | DK2 | DK3 | DK4 | DK5 | DK6 | DK7 | DK8 | DK9 | DK10 | Measurement Method |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| PY1 | 4 | 4 | 4 | 3 | 3 | 5 | 4 | 3 | 3 | 3 | 3 | - |
| 0 | 1 | 2 | 3 | 4 | 5 | |
|---|---|---|---|---|---|---|
| Course's Level of contribution | None | Very Low | Low | Fair | High | Very High |
| Method of assessment/evaluation | Written exam | Oral Exams | Assignment/Project | Laboratory work | Presentation/Seminar |
| Event | Quantity | Duration (Hour) | Total Workload (Hour) |
|---|---|---|---|
| Homework 1 | 1 | 25 | 25 |
| Homework 2 | 1 | 25 | 25 |
| Final | 1 | 3 | 3 |
| Practice | 1 | 90 | 90 |
| Practice End-Of-Term | 1 | 44.5 | 44.5 |
| Classroom Activities | 1 | 42 | 42 |
| Total Workload | 229.5 | ||
| ECTS Credit of the Course | 9.0 | ||
