Erasmus Course List

Courses Offered by the Division of Preschool Education

Course Code

Course Title

T

P

K

ECTS

OKL 311.04

Physical Education and Games

2

2

3

4

OKL 429.02

Children at Risk

2

0

2

5


Courses Offered by the Division of Primary Education

Course Code

Course Title

T

P

K

ECTS

İSÖ 268.09

Children’s Literature

2

0

2

3

İSÖ 272.09

Art Education

1

2

2

4


Courses Offered by the Division of Science Education

Course Code

Course Title

T

P

K

ECTS

FBÖ 367.03

Informal Learning Activities in Elementary Education

2

0

2

3

FBÖ 474.04

Creative Drama

2

0

2

3

FBÖ 488.04

Science, Technology and Society

2

0

2

3


Courses Offered by the Division of Mathematics Education

Course Code

Course Title

T

P

K

ECTS

İMÖ 215.03

School Mathematics in the World

2

0

2

3

İMÖ 221.02

Research Methods in Education

2

0

2

4

(T= Theoretical hours, P= Practical hours, K= University credits, ECTS= ECTS credits)

Erasmus Course Definitions

Course Code and Name

 OKL 311 Physical Education and Games

Type of Course

Elective

Course Credit

2 2 3

ECTS Credit

4

Coourse Lecturer(s)

Menekşe Boz, Ph.D.

Prerequisite(s)

None

Course Term

 One semester

Course Content

Physical education for preschool, specialties of the place where activities take place, tools, equipments and places; physical exercises with tools and practicing, games. Physical exercises and practicing for 3-6 years old children for their growing; games (games pertaining to sports, musical game)

Learning Outcomes

By the end of this course, students will be able to

  • learn motor development for 3-6 years old children  and improve fundamental movement skills to teach various movement education activities and games for this age group and to practice.
  • have knowledge about movement education in preschool and equipments.

Suggested References

  • Gallehue D.L.“Understanding Motor Development in Children“
  • Gallehue D.L. “Development Physical Education for Today’s Children”

Teaching Method(s)

 Lecturing

Assessment Method(s)

 2 theoretical midterm exams (%50), 1 final  exam (%50)

Language of Instruction

 English


Course Code and Name

 OKL 429 Children at Risk

Type of Course

Elective

Course Credit

2 0 2

ECTS Credit

5

Coourse Lecturer(s)

Berrin Akman, Ph.D.

Prerequisite(s)

 None

Course Term

 One Semester

Course Content

  • Defining Children at Risk: Street children, juvenile delinquents, child workers, neglected and abused children, children who need protection, socially underprivileged children
  • Causes of risk: lack of education, family reasons, economic conditions, health reasons,
  • Children at risk in the world and in Turkey
  • Protective and preventive work
  • Getting to know the NGOs that work with risk groups

Learning Outcomes

By the end of this course, students will be able to

  • Recognize children at risk
  • Understand the reasons behind becoming a child at risk
  • Develop protective and preventive work for each risk group
  • Learn about the support mechanisms used in socializing these children
  • Gain information about the NGOs that work with these children.

Suggested Sources

  • Stuart,C.G. Bostrom (2003) Children at Promise: Nine Principles to Help Kids Thrive in an at Risk World, Jossey-Bass Inc Pub  
  • F.M.Gresham,K.L. Lane,T.A. O'Shaughnessy (2001). Interventions for Children With or at Risk for Emotional and Behavioral Disorders. Boston: Allyn and Bacon.
  • Tower-Crosson, C. (2001). Understanding Child Abuse and Neglect, Pearson Allyn & Bacon 5th.Edition.
  • Sandallı, S.F.(2000). Yetiştirme Yurtları Eğitim Rehberlik Programı, T.C. Başbakanlık SHÇEK Yayınları.
  • E. L. Cowen, A.D. Hightower, J. L. Pedro-Carroll, W. C. Work,
  • P. A. WymanW. G. Haffey (1996) “ School Based Prevention for Children at Risk: The Primary Mental Health Project”, APA Press.
  • S.L.Hofferth, J.West; R.Henke (1995). Access to Early Childhood Programs for Children at Risk, Diane Pub Co

Teaching Method(s)

 Lecturing, group discussions, guests from the field, films, field trips

Assessment Method(s)

 Attendance (%5), 1 midterm exam (%20), Course projects (%15), term papers (%35) and final exam (%25) 

Language of Instruction

English


Course Code and Name

 İSÖ 268 Children’s Literature

Course Type

Required

Course Credit

 2 0 2

ECTS Credit

3

Lecturer(s)

Hakan Dedeoğlu, Ph.D.

Pre-requisite(s)

  None

Course Length

 One Semester (totally 2 hours per week )

Course Content

  • Literature for the developing child; children's book preferences.
  • Children's book genres; elements of fiction; visual elements.
  • Techniques of reading aloud to children; booktalking; book discussion (small groups or whole class); resources for teachers.
  • Types of poetry; selecting and sharing poetry; choral reading techniques; types of plays; using plays in the classroom.
  • History of the picture book; types of picture books; evaluation and selection of picture books; notable authors and illustrators of  books.
  • History and types of traditional literature; storytelling.
  • Types and characteristics of contemporary realism, historical fiction and modern fantasy for children; notable authors of these genres.
  • History, elements of nonfiction, and types of nonfiction for children; notable authors of nonfiction for children; browse and evaluate a selection of biography and informational books.
  • History of multicultural and international literature for children; notable authors of multicultural and international literature for children.
  • Other literature-related media for children; a literature curriculum; planning for literature; evaluating a literature program; children's rights; selection and censorship; building a classroom library; children's magazines.

Learning Outcomes

By the end of this course, students will be able to

  • Find pleasure and enjoyment in children's literature through reading many children's books.
  • Show familiarity with the various genres of children's literature and how each might be integrated into the elementary school curriculum.
  • Know evaluation criteria for children's picture books, fiction, and nonfiction.
  • Know the elements of fiction, nonfiction, poetry, and illustration as they apply to evaluation and analysis of literature.
  • Understand developmental stages and types of books appropriate to use within each stage.
  • Be familiar with the historical development of the various genres of children's literature.
  • Be able to design, role play, and teach literature lessons which encompass a variety of literature-related activities and purposes.
  • Know many notable children's books and their authors and illustrators.

Suggested References

Nas, Recep (2002). Örneklerle Çocuk Edebiyatı. Bursa: Ezgi Kitabevi
Çılgın, Alev Sınar (2007). Çocuk Edebiyatı. İstanbul: Morpa
Sever S. (2003). Çocuk ve Edebiyat. Kök Yayıncılık, Ankara.
Lynch-Brown, C. & Tomlinson, C.M (2005). Essentials of Children’s Literature

Teaching Method(s)

Lecturing, discussion, question-answer, demonstration,  presentation (mikro-teaching)

Assessment

One midterm exam (% 25), projects (% 25) and final exam (%50). 

Language of Instruction

English


Course Code and Name

İSÖ 272 Art Education

Course Type

Required

Course Credit

1 2 2

ECTS Credit

4

Lecturer(s)

Burcu AKHUN, Ph.D.

Pre-requisite(s)

None

Course Length

One semester (1 theoretical and 2 practical, totally 3 hours per week)

Course Content

  • History of ideas and investigating art theories in philosophy,
  • Understanding theoretical and practical side of knowledge and experiences in art area,
  • Critical thinking and evaluating about art history and philosophy,
  • Educational values of art and necessity of art education
  • The features and differences between art and craft,
  • Knowledge and experiences on museum and gallery education,
  • The concept of creativity, characteristics and features  of creative individuals, creative thinking and processes of artistic production,
  • The historical development of plastic arts and artists

 

Learning Outcomes

By the end of this course, student will be able to

  • gain information about art theories,
  • obtain knowledge and experiences on four discipline: art philosophy and aesthetics, art history, art criticism and art practice;
  • recognize a variety of art movements, artists, and their work and compared them with each other;
  • critique art works, distinguish art and industrial object,
  • gain knowledge about museum and gallery education and had visits to these places;
  • define artistic development stages of children;
  • observe children while drawing and commented on their drawings,
  • enquire knowledge about museum and gallery education and visit museum and art galleries,
  • develop awareness on creativity.

Suggested References

Erinç, Sıtkı M. (2004) Resmin Eleştirisi Üzerine, ÜTOPYA  Yayınları: Ankara
Erinç, Sıtkı M. (2004), Sanatın Boyutları, ÜTOPYA Yayınları: Ankara
Gombrich, E.H. (1997) Sanatın Öyküsü, Remzi Kitabevi, 16.baskı, Çevirenler; Erol Erduran ve Ömer Erduran.
Kırışoğlu, Olcay (2002) Sanatta Eğitim, Pegem A Yayıncılık: Ankara.
Lynton, N. (1982) Modern Sanatın Öyküsü, Remzi Kitabevi: İstanbul.
Turani, Adnan (1992) Dünya Sanat Tarihi, Remzi Kitabevi: İstanbul.

Teaching Method(s)

Lecturing, discussion, demonstration, individual and group work

Assessment

1 midterm examination (% 20), 1 midterm paper (%30) and final project (%50)

Language of Instruction

English


Course Code and Name

FBÖ 367 Informal Learning Activities in Elementary Education

Course Type

Elective

Course Credit

2 0 2

ECTS Credit

3

Lecturer(s)

Meral Hakverdi, PhD

Pre-requisite

None

Course Length

One semester (2 theoretical, totally 2 hours per week)

Course Content

  • Aim, goal, and philosophy of science instruction in informal learning settings (science centers, zoos, arboretums, etc.); Kinds of informal learning settings;
  • Learning strategies in science and technology museums, science centers, zoos;
  • Visitors behaviors in informal learning settings; Kinds of educational trips;
  • Preparation principles of educational materials which can be used before, during and after the field trips;
  • Evaluation of active and passive educational exhibitions

Use of schoolyards as informal learning science settings.

Learning Outcomes

By the end of this course, students will be able to

  • Have knowledge about aim, goal, and philosophy of science instruction in informal learning settings (science centers, zoos, arboretums, etc.)
  • Learn kinds of informal learning settings;
  • Have knowledge on learning strategies in science and technology museums, science centers, zoos; Learn visitors behaviors in informal learning settings
  • Have knowledge about kinds of educational trips;
  • Learn the preparation principles of educational materials which can be used before, during and after the field trips;
  • Evaluation of active and passive educational exhibitions

Learn how to use of schoolyards as an informal learning science settings.

Suggested References

Demirel, Ö. (2002). Eğitimde Program Geliştirme. Ankara: Pegem-A Yayıncılık.
Gilbertson, K., Bates, T., Mclaughlin, T. & Ewert, A. (2006). Outdoor Education, Methods And Stratagies. Human Kinetics. USA.
Hammerman D. R., Hammerman W. M. & Hammerman E. L. (1994). Teaching İn The Outdoors. Interstate Publisher, Inc. USA.
Leonardo da Vinci, (2006) Da Vinci’nin Not Defteri, Çev:Kasım Doğan, Sibel Talay (ed.)
Lucas, Linke, & Sedgwick, (1979). School Children’ Criteria For Alive. A Content Analysis Approach. Journal Of Psychology, 103, 103-111.
Marshdoyle, Boyman, & Mullins (1981). Evaluating Programmatic Use Of A Community Resource The Zoo. Journal Of Environmental Education, 13 (4), 19-26.
Sherwood (1986). Live vs. Dried: Using Live Animals In The Classrom. Aazpa.
SRA (1998) Art Connections, Level K, Art Across the Curriculum, SRA McGraw-Hill
Trowbridge & Mintzes (1985). Students Alternative Conceptions Of Animals And Animal Classification. School Science And Mathematics 85(4), 304-316.
Tunnicliffe S. D. (1994). Why Do Teachers Arrange To Visit Zoos With Their Students International Zoo News, 41(5), 4-13.
Tamir & Sever, (1980). Students Attitudes Toward The Use Of Animals In Biology Teacher. The American Biology Teacher, 42(2), 100-109.
Warrick, K.C.  (2001) Art Across the curriculum: Exploring fine art with cross-curricular connections, Good Apple

Teaching Method(s)

Small Group, Lecturing, Discussion, Cooperative Learning, Instructor Modeling, Field experiences in natural and built informal settings

Assessment

4 projects and presentation of projects (60%) and 1 final project and presentation of this project in the classroom (40%)

Language of Instruction

English


Course Code and Name

FBÖ 474 Creative Drama

Course Type

Elective

Course Credit

2 0 2

ECTS Credit

3

Lecturer(s)

İlke Çalışkan, PhD, Pınar Özdemir, PhD

Pre-requisite

None

Course Length

One semester (2 theoretical, totally 2 hours a week)

Course Content

  • Communication skills
  • Creative drama as a teaching method
  • Techniques used in creative drama
  • The history of the theory of the creative drama, techniques of the creative drama
  • Stages of creative drama
  • Role playing and improvisations

 

Learning Outcomes

By the end of this course, students will be able to

  • Comprehend the similarities and differences among the types of drama,
  • History of pedagogic drama,
  • Importance of games and drama in the development and education of children,
  • Drama technique, pedagogic drama and its types,
  • Organization and conducting daily and weekly pedagogic drama activities in the primary education,
  • Use of drama in the various primary education courses.

Suggested References

Üstündağ, T. (2006). Yaratıcı Drama Öğretmenimin Günlüğü, PegemA Yayıncılık, Ankara.
Adıgüzel, Ö.(2004). Yaratıcı Drama Yazılar, Editör, Natürel Yayıncılık, Ankara.
Önder, A. (2002). Yaşayarak Öğrenme İçin Yaratıcı Drama, Epsilon Yayınları, İstanbul.
Nellie Mc Caslin. Creative Drama in the Classroom.

Teaching Method(s)

Lecturing, discussion, demonstrations, group study, individual study, practice.

Assessment

Midterm exam (20%), project works (20%), field trips (20%) and theoretical and practical final exam (40%).

Language of Instruction

English


Course Code and Name

FBÖ 488 Science, Technology and Society

Course Type

Elective

Course Credit

2 0 2

ECTS Credit

3

Lecturer(s)

Yalçın Yalaki, PhD

Pre-requisite

None

Course Length

One semester (2 theoretical, totally 2 hours per week)

Course Content

  • Characteristics of scientific literacy,
  • Role of science education and science teachers in achieving scientific literacy,
  • Relationship among science, technology and society,
  • Science-technology-society approach in science education,
  • Brief history of science,
  • Nature of science as part of scientific literacy,
  • Science-technology-society projects.

Learning Outcomes

By the end of this course, students will be able to

  • List the characteristics of a scientifically literate person.
  • Explain the role of science education and science teacher to achieve scientific literacy among people.
  • Analyze the relationship among science, technology and society.
  • Identify science-technology-society related problems and offer possible solutions.
  • Establish a relationship between topics in history of science and nature of science and scientific literacy.
  • Develop science-technology-society projects for applying in elementary schools.

Suggested References

Brown, J.S., Collins, A., & Duguid, P (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

Lederman, G & Khalick, F. A. (2002) Avoiding De-Natured Science: Activities That Promote Understandings of the Nature of Science. Retreived 02.05.2011 from http://toolbox.learningfocused.com/ data/0000/0014/2125/Teaching_the_NatOSci.pdf

Lederman, N.G., Abd-El-Khalick, F., Bell, R.L. & Schwartz, R.S. (2002). Views of the nature of science questionnaire: Toward valid and meaningful assessment of learner’s conceptions of the nature of science. Journal of Research in Science Teaching, 39(6), 497-521.

Solomon J. & Aikenhead G. (1994). STS Education: International Perspectives on Reform. New York: Teachers College Press

Yager, R. E. (1996). Science/technology/society as reform in science education. Albany: Suny

Teaching Method(s)

Lecturing, discussions, demonstrations, presentations.

Assessment

Midterm exam 1 (25%), Midterm exam 2 (25%), Final project (50%).

Language of Instruction

English


Course Code and Name

İMÖ 215 School Mathematics in the World

Course Type

Elective

Course Credit

2  0  2

ECTS Credit

3

Course Lecturer(s)

Oylum Akkuş İspir, PhD
Elif Yetkin Özdemir, PhD

Pre-requisite

None

Course Length

One semester (2 theoretical, totally 2 hours per week)

Course Content

  • approaches to the mathematics curriculum, instructional techniques, assessment and evaluation practices in Turkey and other countries including USA, Germany, United Kingdom, Holland, China, and Singapore,
  • development of school mathematics in Turkey and in the world,
  • large-scale international assessments and case studies (TIMMS, PISA, PERLS etc.) and the factors that contribute to the performance of Turkish students.

Learning Outcomes

By the end of this course, students will be able to

  • gain knowledge about approaches to school mathematics in Turkey and in the world
  • evaluate approaches to school mathematics in Turkey and in the world.

Suggested References

    • Balcı, A. (2007). Karşılaştırmalı Eğitim Sistemleri. Pegem A Yayıncılık, Ankara.
    • Commission on Behavioral and Social Sciences and Education (1995). International Comparative Studies in Education: Descriptions of Selected Large-Scale Assessments and Case Studies, National Research Council, Washington D.C.,USA.
    • Kilpatrick, J.(2004). A Research Companion to Principles and Standards for School Mathematics, NCTM Publications, Reston, VA.

Teaching Method(s)

Lecturing, discussion, small group work

Assessment

Participation (%10), Midterm exam (%30), Paper presentation (%20) and Final exam (%40). 

Language of Instruction

English


Course Code and Name

İMÖ 221 Research Methods in Education

Course Type

Required

Course credit

2  0  2

ECTS credit

4

Course Lecturer(s)

Oylum Akkuş İspir, PhD
Elif Yetkin Özdemir, PhD
Mesture Kayhan Altay,PhD

Prerequisite

None

Course length

One Semester (2 theoretical, totally 2 hours per week)

Course content

  • Problem selection and variables
  • Literature review
  • Sampling procedures
  • Instrumentation
  • Validity and reliability
  • Quantitative research methods (experimental, correlational, survey, etc.)
  • Qualitative research methods (narrative, ethnographic, etc.)

Learning Outcomes

By the end of this course, students will be able to

  • understand the nature of educational research
  • read and comprehend the literature of educational research and
  • design their own investigation. 

Suggested References

    • Büyüköztürk, Ş., Kılıç, E., Akgün, Ö. E., Karadeniz, Ş. and Demirel, F. (2008) Bilimsel Araştırma Yöntemleri. Pegema Yayıncılık.
    • Frankel, J. R. and Wallen, N. E. (2000) How to Design and Evaluate Research in Education. New York, NY: McGraw-Hill, Inc. 
    • Gay, L. R., Mills, G. E. and Airasian, P. (2006). Educational Research: Competencies for Analysis and Applications. Pearson Merrill Prentice Hall.  
    • Locke, L. F. , Silverman, S. J. and Spirduso, W. W. (2004). Reading and Understanding Research. Sage Publications.

Teaching Method(s)

Lecturing, questioning

Assessment

Participation (%5), Midterm exams (%35), Homework assignments and projects (%20), Final exam (%40) 

Language of Instruction

English

HacettepeUniversity, Department of Primary Education
06800 Beytepe, Ankara, Turkey