| Course Title | Code | Language | Type | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|---|---|
| Teaching Principles and Methods | MBZ205 | Turkish | Compulsory | 3. Semester | 2 + 0 | 2.0 | 3.0 |
| Prerequisite Courses | |
| Course Level | Undergraduate |
| Mode of delivery | Face-to-Face |
| Course Coordinator | Doç. Dr. Filiz EVRAN ACAR |
| Instructor(s) | Doç. Dr. Filiz EVRAN ACAR (Güz) |
| Goals | To address the contemporary curriculum development process across the dimensions of planning, development, evaluation, and dissemination, enabling students to grasp the integration of theory and practice in this process and to develop critical awareness of curriculum-development work in education. |
| Course Content | Introduction to the field of curriculum development; core concepts of education and curriculum; types of curricula and theoretical foundations (philosophical, sociological, psychological, historical, etc.); core dimensions of curricula and the stages of the curriculum development process; characteristics of instructional curricula; curriculum design approaches and development models; needs assessment methods and data‑collection tools; writing aims/objectives and learning outcomes (with Bloom’s taxonomy and measurable verbs); content organization approaches (spiral, cyclical, linear, etc.); planning the teaching‑learning process (method/technique selection, activity design, differentiation); program evaluation types and criteria; curriculum literacy; peer sharing of plans and holistic review. |
| # | Öğrenme Kazanımı |
| 1 | Explains fundamental concepts related to education and curriculum development. |
| 2 | Analyzes the relationships among the elements of a curriculum. |
| 3 | Compares curriculum development models and principles of design. |
| 4 | Applies needs analysis procedures using real‑world examples. |
| 5 | Designs a lesson plan aligned with the curriculum development process. |
| 6 | Demonstrates care for scientific and ethical principles in the curriculum development process. |
| Week | Topics/Applications | Method |
|---|---|---|
| 1. Week | Meeting students; briefing on the teaching plan; collecting student views on the plan; Fundamental Concepts Related to Curriculum | Case Study, Discussion, Other Activities, Lecture, Question and Answer, Research, Demonstration |
| 2. Week | Types of Curriculum; Theoretical Foundations of Curriculum | Discussion, Observation, Lecture, Research, Question and Answer |
| 3. Week | Theoretical Foundations of Curriculum (continued) | Research, Group Work, Discussion, Preparation, After Class Study |
| 4. Week | Core Dimensions of Curriculum; Stages of Curriculum Development | Preparation, After Class Study, Research, Other Activities |
| 5. Week | Characteristics of Instructional Curriculum | Lecture, Question and Answer, Group Work, Research, Preparation, After Class Study |
| 6. Week | Curriculum Design Approaches in Education | Preparation, After Class Study, Research, Other Activities |
| 7. Week | Curriculum Development Models | Case Study, Preparation, After Class Study, Lecture, Research, Other Activities |
| 8. Week | Needs Assessment in Curriculum Development | Role Playing, Discussion, Lecture, Research, Other Activities |
| 9. Week | Writing Aims/Objectives & Outcomes | Research, Other Activities, Preparation, After Class Study |
| 10. Week | Planning the content. | Preparation, After Class Study, Research, Other Activities |
| 11. Week | Planning the Teaching‑Learning Process (planning principles) | Demonstration, Other Activities, Discussion, Research, Presentation (Preparation), Drama, Question and Answer |
| 12. Week | Program Evaluation | Preparation, After Class Study, Research, Other Activities |
| 13. Week | Curriculum Literacy | Research, Case Study, Other Activities |
| 14. Week | General Evaluation | Discussion, Group Work, Lecture, Presentation (Preparation), Research |
| No | Program Requirements | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 0 | Uses information technology effectively in teaching planning and implementation process. | ✔ | |||||
| 6 | Is aware of the theoretical foundations (philosophical, sociological, psychological, historical, legal, economic, etc.) on which education is based and reflects these theories in their practices. | ✔ | |||||
| 8 | Plans, implements, and evaluates the learning-teaching process effectively, considering the curricula' basic concepts, principles, and characteristics. | ✔ | |||||
| 9 | Designs and manages an effective and supportive learning environment based on learning and teaching theory, approach, strategy, methods, and instructional technologies in creating the learning-teaching process. | ✔ | |||||
| Program Requirements | DK1 | DK2 | DK3 | DK4 | DK5 | DK6 |
|---|---|---|---|---|---|---|
| PY0 | 1 | 2 | 2 | 2 | 4 | 2 |
| PY6 | 3 | 3 | 3 | 3 | 3 | 3 |
| PY8 | 4 | 4 | 4 | 4 | 4 | 4 |
| PY9 | 3 | 3 | 3 | 3 | 3 | 3 |
| Ders Kitabı veya Notu | Ders Kitabı veya Ders Notu bulunmamaktadır. |
|---|---|
| Diğer Kaynaklar |
|
| ECTS credits and course workload | Quantity | Duration (Hour) | Total Workload (Hour) | |
|---|---|---|---|---|
|
Ders İçi |
Class Hours | 14 | 2 | 28 |
|
Ders Dışı |
Preparation, After Class Study | 14 | 1 | 14 |
| Research | 4 | 2 | 8 | |
| Other Activities | 8 | 1 | 8 | |
|
Sınavlar |
Midterm 1 | 1 | 3 | 3 |
| Homework 1 | 1 | 4 | 4 | |
| Homework 2 | 1 | 4 | 4 | |
| Final | 1 | 3 | 3 | |
| Total Workload | 72 | |||
| *AKTS = (Total Workload) / 25,5 | ECTS Credit of the Course | 3.0 | ||
