AFYON KOCATEPE UNIVERSITY INSTITUTES OF NATURAL AND APPLIED SCIENCES COURSE IDENTIFICATION FORM

Transcription

1 Course Learning Outs and Proficiencies Course Goals Course Aim AFYON KOCATEPE UNIVERSITY INSTITUTES OF NATURAL AND APPLIED SCIENCES COURSE IDENTIFICATION FORM EK-4 Course Code and Name: ORT-501 MB Introduction to Science of Education Department of : Department of Secondary Science Teaching Semester Theoretic Practice Total Credits ECTS Language of Instruction Type: Compulsory/ Elective I Turkish Compulsory Prerequisite (s) Instructor Course Assistant Asst.Prof. Gürbüz OCAK Mail : :[email protected] Web : Mail : Web : Groups / Classes Biology, Physics, Chemistry and Mathematics Education To seize the subjects and the concept related to Teacher career and education science To learn Education in interest to the base concepts. To seize the bases of education historical To know the bases of education philosophical To seize the bases of education physiological To seize the bases of education social To seize the bases of education the law To learn the bases of education Economical To seize the process of Turk National Education System To know the System related to school function To seize the class functions as learn-teach environment To posses the knowledge teacher and its ethic in interest To know in the Educational Science method The students; Eplain Education in interest to the base concepts Tell the bases of education historical Tell the bases of education philosophical Tell the bases of education physiological Tell the bases of education social Tell the bases of education the law Eplain the bases of education Economical Evaluate the process of Turk National Education System Tell the System related to school function Tell the class functions as learn-teach environment Evaluate the knowledge teacher and its ethic in interest Tell in the Educational Science method

2 Assessment Criteria Course Basic and Auiliary Contets Methods of Giving Lecture - Keskinkılıç, K. (2007). Egitim Bilimlerine Giris. Pegem A Yayıncılık. Ankara. - Sönmez, V. (2006). Egitim Bilimlerine Giris. Anı Yayıncılık. Ankara. - Türkoglu, A.(2002). Ögretmenlik Meslegine Giris. Mikro Yayınları. Ankara. - Özdemir, M.Ç. (2003). Ögretmenlik Meslegine Giris. Asil Yayınları. Ankara. - Küçükahmet, L. Ve digerleri. (2002). Ögretmenlik Meslegine Giris. Nobel Yayınları. Ankara. - Özden, Y. (2004). Ögretmenlik Meslegine Giris. Pegem A Yayıncılık. Ankara. - Köktas, S.K. (2003).Ögretmenlik Meslegine Giris.Nobel Yayınları. Adana. - Demirel, Ö. (2003). Ögretmenlik Meslegine Giris. Pegem A Yayıncılık. Ankara. If Avaible, to Sign () General Average Percentage (%) Rate 1. Quiz 25 Semester Course Plan Week 2. Quiz 3. Quiz 4. Quiz Homeworks 25 Oral Eamination Practice Eamination (Laboratory, Project etc.) 1 Education in interest to the base concepts. Final Eamination 50 Subjects 2 the knowledge teacher and its ethic in interest 3 In the Educational Science method 4 the function of education 5 the bases of education the law 6 the bases of education physiological 7 Mid-term Eam 8 the bases of education social 9 the bases of education historical

3 10 the bases of education philosophical 11 the bases of education political 12 the bases of education Economical 13 Characteristic and qualification of Teacher 14 the process of Turk National Education System Relations with Course Department Advantages 1 2 Programme Advantages To gain vocational knowledge that is necessary for the teachers of secondary school Skill at using techniques, capabilities and modern tools that is necessary for secondary school Course Contribution None Partially Full Contrib ution 3 Skill at renewing himself/herself for the problems of contemporary age 4 The consciousness of necessity for livelong learning 5 The education that is necessary to understand the social and universal dimensions of his/her profession 6 Skill at communicating effectively 7 The consciousness of Professional and ethical responsibility 8 Skill at defining the problems of secondary school teachers and critical thinking and problem solving 9 Skill at studying with multi-disciplinary approach 10 Skill at planning the learning process 11 Skill at thinking scientifically

4 12 Skill at applying the fundamental knowledge of secondary school teaching 13 To have the abilities in the implement / practice of the teaching methods in the classroom. 14 To have the abilities to prepare and practice alternative measurement and assessment materials. 15 To have the abilities to conduct research and prepare projects in the field. Prepared by Asist. Prof. Gürbüz OCAK Date :

5 Course Basic and Auiliary Contets Course Learning Outs and Proficiencies Course Goals Course Aim AFYON KOCATEPE UNIVERSITY INSTITUTES OF NATURAL AND APPLIED SCIENCES COURSE IDENTIFICATION FORM EK-4 Course Code and Name: ORT-503 MB Psicology of Development Semester Theoretic Practice Total Department of : Department of Secondary Science Teaching Credits ECTS Language of Instruction 1/ Turkish C Prerequisite (s) Type: Compulsory/ Elective Instructor Course Assistant Assistant. Prof. Dr. Senay YAPICI Mail : [email protected] Web : Mail : Web : Groups / Classes Biology, Physics, Chemistry and Mathematics Education Preservice teachers have learned different development fields of a student and recognized approaches. Understanding basic concepts of development Understanding physical, cognitive, linguistic, moral, psychological and social development of the individual. Application of theories to educational issues. Analizing development. Considering individual differences Dealing with devolment problems 1. Understanding the concepts that related with education and psychology. 2. Understanding cognitive, social, physical, moral development 3. To differantiate the personal differences 1. Yapıcı, S. Ve Yapıcı, M. (2005). Gelisim ve Ögrenme Psikolojisi, Ank.: Anı Yay. 2. Yesilyaprak B. (2002) Egitim Psikolojisi. Ankara: Nobel Yayın. Yesilyaprak, B. (Editör) (2003). Gelisim Ve Ögrenme Psikolojisi, Ankara: PegemA Yayınları. 3. Erden,M. ve Akman,Y.(1997) Egitim Psikolojisi. Ankara: Arkadas Yayınevi. 4. Woolfolk, A.E. (1993). Educational Psychology, Boston: Allyn ande Bacon. 5. Gardner, H. (1982). Developmental Psychology, Boston: Little. Brown Co. 6. Bacanlı, H. (2003) Gelisim ve Ögrenme. Ankara: Nobel Yayıncılık. 7. Senemoglu, N. (1997). Gelisim Ögrenme Ve Ögretim, Ankara: Ertem Matbaacılık.

6 Assessment Criteria Methods of Giving Lecture Interactive lectures and demonstration, drama If Avaible, to Sign () General Average Percentage (%) Rate 1. Quiz X %40 2. Quiz 3. Quiz Semester Course Plan Week 1 4. Quiz 5. Quiz Oral Eamination Practice Eamination (Laboratory, Project etc.) Final Eamination %60 Subjects Discussion of Course Methods, Practice Principles, Course Activities and Evaluation Methods And Basic concepts of development 2 Physical ve Psycho-Motor Development 3 Personality Development 4 Personality Development 5 Cognitive Development 6 Cognitive Development 7 Eam 8 Linguistic Development 9 Morality Development 10 Social Development 11 Basic Concepts Related to Education and Learning, 12 Problems of Adolecance 13 Dealing with problems

7 14 Individual Diversity Relations with Course Department Advantages Programme Advantages Course Contribution None Partially Full Contrib ution 1 To gain abilities required for the secondary school mathematics teachers 2 3 To learn teaching techniques and methods required for the secondary school mathematics teachers, and to use the necessary skills for teaching To gain the abilities to update him/herself about the new developments in education and problems of this century 4 To be conscious about the necessity of life-long learning 5 To have knowledge and education regarding the effects of his/her job in global and national dimensions 6 To have effective communication skills 7 To be conscious about the ethics and responsibility of the job 8 To define the problems of the Secondary Mathematics Education Program, to find solutions about them and to have critical reasoning abilities 9 To have the abilities work with other fields 10 To have adequate abilities to make plans for the implementations of the program. 11 To have the ability to look at the incidents in a scientific ways. 12 To have the ability to practice the gained content and pedagogical knowledge in the field. 13 To be able to prepare and implement alternative measurement and evaluation materials 14 To have the abilities to conduct research and prepare projects in the field. 15 To have the abilities to conduct research and prepare projects in the field. Prepared by: Ass Prof. Dr. Senay YAPICI Date :

8 Course Goals Course Aim AFYON KOCATEPE UNIVERSITY INSTITUTES OF NATURAL AND APPLIED SCIENCES COURSE IDENTIFICATION FORM EK-4 Course Code and Name: ORT-505 MB Program Development Semester Theoretic Practice Total Department of : Department of Secondary Science Teaching Credits ECTS Language of Instruction Type: Compulsory/ Elective I Turkish Compulsory Prerequisite (s) Instructor Course Assistant Asst.Prof. Gürbüz OCAK Mail : :[email protected] Web : Mail : Web : Groups / Classes Biology, Physics, Chemistry and Mathematics Education To be able to recognize basic concepts, specification and types of curriculum development Teaching principles and to be able to recognize types of plan, importance and benefit of study with plan in instruction Knowledge of teaching method and techniques and can provide relation with application of these. To be able to recognize new tendency in learning and teaching. To be able to comprehend mission and responsibilities of teacher in increasing quality of instruction. Knowledge of concepts which is used in curriculum development To be able to comprehend system approach in curriculum development To be able to comprehend fundamentals of educational program To be able to recognize curriculum design and models To be able to recognize process of curriculum development To be able to comprehend objective and defining of objective To be able to recognize teaching principles Knowledge of types of plan and study with plan in instruction Knowledge of instructional method and techniques Knowledge of new tendency in learning Knowledge of mission and responsibilities of teacher in increasing quality of instruction. To be able to analyze and evaluate of course program which is used on primary and secondary education degree.

9 Assessment Criteria Course Basic and Auiliary Contets Course Learning Outs and Proficiencies Methods of Giving Lecture Students who is complete this course successfully; Achieve knowledge of contents which is used in curriculum development Comprehend system approach in curriculum development Comprehend fundamentals of educational program Recognize educational program approach and models Recognize process of program development Comprehend objectives and defining of objectives Recognize teaching principles Achieve knowledge of types of plan and study with plan in instruction Achieve knowledge of instructional method and techniques Achieve knowledge of new tendency in learning Achieve knowledge of mission and responsibilities of teacher in increasing quality of instruction Analyze and evaluate of course program which is used on primary and secondary education degree. Demirel, Ö. Kuramdan Uygulamaya Egitimde Program Gelistirme. Ankara: PegemA Yayıncılık, 1999 Ocak, Gürbüz(Ed) (2007). Ögretim _lke ve Yöntemleri. Ankara: PegemA Yayıncılık Sönmez, V. Program Gelistirmede Ögretmen El Kitabı. Ankara: Anı Yayıncılık, 1995 Erden, M. Egitimde Program Degerlendirme. Ankara: Anı Yayıncılık No:6, 1993 Dogan, H. Egitimde Program ve Ögretim Tasarımı Ankara, Önder Matbaacılık, 1997 Ertürk, S. Egitimde Program Gelistirme. Ankara: Yelkentepe Yayınları : 9, Özçelik, D. A. Egitim Programları ve Ögretim. Ankara: ÖSYM Egitim Yayınları 8, 1987 Sezgin, _ Mesleki ve Teknik Egitimde Program Gelistirme. Ankara: Gazi Büro Kitabevi Varıs, F. Egitimde Program Gelistirme. Ankara: A.Ü. Egitim Fakültesi Yayınları, 53, 1979 Moore, Kenneth D. Ögretim Becerileri (Çev:Nizamettin Kaya). Caine, R.N and Caine G.(2002). Beyin Temelli Ögrenme.(Çev. Ed. Gülten Ülgen). Nobel Yayıncılık. Worthen, B. R. ve Sanders, J. R. (1987). Educational evaluation: Alternative approaches and practical guidelines. Londra: Longman. Pinar, W. F., Reynolds, W. M., Slattery, P. ve Taubman, P. M. (1995). Understanding curriculum: An introduction to the study of historical and contemporary discourses. Paris: Peter Lang. Fitz-Gibbon, C. T. ve Morris, L. L. (1978). How to design program evaluation. Londra: Sage Publications. Demirel, Ö.(2005). Egitimde Yeni Yönelimler. PegemA Yayıncılık. If Avaible, to Sign () General Average Percentage (%) Rate 1. Quiz Quiz 3. Quiz 4. Quiz Homeworks 25 Oral Eamination Practice Eamination (Laboratory,

10 Semester Course Plan Week 1 Project etc.) Final Eamination 50 Subjects The presentation of course and to plan of activities which will make on course Basic concepts of curriculum development ( educational program, instructional program, curriculum development, etc) 2 The concept of system-school as an openly system 3 Fundamental of curriculums (philosophical fundamental, psychological fundamental, social fundamental, etc.) 4 Classification of leanings (objective and to determine of objective) 5 Curriculum design and models 6 The process of curriculum development The objectives and ve to determine of objectives Objectives in education : types of objectives, sources of objective, objective domain Attainments and eamples of its. 7 Mid-ternm Eamination Teaching principles Types of plan and study with plan in instruction INSTRUCTIONAL STRATEGIES ( INSTRUCTIONAL APPROACHES) Epository teaching strategy Discovery teaching strategy Research teaching strategy Mastery learning (Effective learning) Teaching methods and technique Choice of method -Lecture -Question and answer -Problem solving -Discussion -Laboratory -Drama -Demostrasyon -Teaching with group techniques -Techniques which is intended for small groups (Seminea, Dialogue, philip 66, brain storm, connected panel...) New tendency in learning (active learning,, multiple intelligence, constructivism, life-long learning, creative thinking, etc.) 13 Curriculum evaluation (Sort of evaluation, importance and approaches) 14 Analyze, criticism, discussion of application on primary and secondery education degree. Relations with Course Department Advantages

11 1 2 Programme Advantages To gain vocational knowledge that is necessary for the teachers of secondary school Skill at using techniques, capabilities and modern tools that is necessary for secondary school Course Contribution None Partially Full Contrib ution 3 Skill at renewing himself/herself for the problems of contemporary age 4 The consciousness of necessity for livelong learning 5 The education that is necessary to understand the social and universal dimensions of his/her profession 6 Skill at communicating effectively 7 The consciousness of Professional and ethical responsibility 8 Skill at defining the problems of secondary school teachers and critical thinking and problem solving 9 Skill at studying with multi-disciplinary approach 10 Skill at planning the learning process 11 Skill at thinking scientifically 12 Skill at applying the fundamental knowledge of secondary school teaching 13 To have the abilities in the implement / practice of the teaching methods in the classroom. 14 To have the abilities to prepare and practice alternative measurement and assessment materials. 15 To have the abilities to conduct research and prepare projects in the field. Prepared by Asist. Prof. Gürbüz OCAK Date :

12 Course Basic and Auiliary Contets Course Learning Outs and Proficiencies Course Goals Course Aim AFYON KOCATEPE UNIVERSITY INSTITUTES OF NATURAL AND APPLIED SCIENCES COURSE IDENTIFICATION FORM EK-4 Course Code and Name: ORT-507 MB Specıal Teachıng Methods I Department of : Department of Secondary Science Teaching Semester Theoretic Practice Total Credits ECTS Language of Instruction Type: Compulsory/ Elective I Turkish Compulsory Prerequisite (s) Instructor Course Assistant Assoc.Prof. Dr. A. A. Gazel Assoc.Prof. Dr. Nusret Koca Assoc.Prof. Dr. M. H. Uçan Assoc.Prof. Dr. Gürbüz Ocak Mail : [email protected] [email protected] [email protected] [email protected] Web : Mail : Web : Groups / Classes Biology, Physics, Chemistry and Mathematics Education Making pre service teachers competent in teaching methods in social sciences education. Increasing the level of the knowledge of the student related teaching methods in subject area, teaching and learning processes, the application of general teaching method in subject area and evaluation of teaching At the end of the course the social sciences secondary education teachers will - be prepared for the various teaching programs in secondary education - establish relations between the methods and subject area - be sufficient in the use of appropriate teaching methods YÖK/Dünya Bankası Milli Egitimi Gelistirme Projesi, Hizmet Öncesi Ögretmen Egitimi, Biyoloji Ögretimi, Özel Ögretim Metotları O. Karamustafaoglu and S.Yaman, Fen Ögretiminde Özel Ögretim metotları I- II, Anı Yayıncılık,2006 Fen Ögretimi, Editor. Salih Çepni. Pagema Yayıncılık,2007

13 Assessment Criteria Methods of Giving Lecture Lecture, computer based presentations ( PowerPoint), Classroom discussion techniques If Avaible, to Sign () General Average Percentage (%) Rate 1. Quiz 30 Semester Course Plan Week 2. Quiz 3. Quiz 4. Quiz Homeworks Oral Eamination Practice Eamination (Laboratory, Project etc.) Final Eamination 70 Subjects 1 Main conceptions of social sciences and relation with this conceptions and social sciences education 2 Content and quality of social sciences education, legal base of social sciences education in constitution and national education main law 3 Aims and element of social sciences education. 4 Methods, teaching techniques, means and materials in social sciences education 5 Methods, teaching techniques, means and materials in social sciences education 6 Methods, teaching techniques, means and materials in social sciences education 7 Midterm eam 8 Measurement and evaluation in social sciences education 9 Measurement and evaluation in social sciences education 10 Measurement and evaluation in social sciences education To eamination and evolution of secondary education programs (aim, attainment, theme,, unity, activity, ect.) To eamination and evolution of secondary education programs (aim, attainment, theme,, unity, activity, ect.) 13 To eamination and evolution to eamples of course, teacher, student and study books

14 14 To eamination course, teacher, student and study books Relations with Course Department Advantages 1 2 Programme Advantages To gain vocational knowledge that is necessary for the teachers of secondary school Skill at using techniques, capabilities and modern tools that is necessary for secondary school Course Contribution None Partially Full Contrib ution 3 Skill at renewing himself/herself for the problems of contemporary age 4 The consciousness of necessity for livelong learning 5 The education that is necessary to understand the social and universal dimensions of his/her profession 6 Skill at communicating effectively 7 The consciousness of Professional and ethical responsibility 8 Skill at defining the problems of secondary school teachers and critical thinking and problem solving 9 Skill at studying with multi-disciplinary approach 10 Skill at planning the learning process 11 Skill at thinking scientifically 12 Skill at applying the fundamental knowledge of secondary school teaching To have the abilities in the implement / practice of the teaching methods in the classroom. To have the abilities to prepare and practice alternative measurement and assessment materials. 15 To have the abilities to conduct research and prepare projects in the field. Prepared by: Assoc.Prof. Dr. Nusret Koca Date :

15 Course Basic and Auiliary Contets Course Learning Outs and Proficiencies Course Goals Course Aim AFYON KOCATEPE UNIVERSITY INSTITUTES OF NATURAL AND APPLIED SCIENCES COURSE IDENTIFICATION FORM EK-4 Course Code and Name: ORT-509 MB School Practice Department of : Department of Secondary Science Teaching Semester Theoretic Practice Total Credits ECTS Language of Instruction Type: Compulsory/ Elective I Turkish Compulsory Prerequisite (s) Instructor None Yrd. Doç. Dr. Nusret Koca Mail : [email protected] Web : Course Assistant --- Mail : Web : Groups / Classes Biology, Physics, Chemistry and Mathematics Education The aim of this course is to give information to pre-service teachers about basic student and teacher treatments Students are aimed - to increase their interrogative asking skills, - to learn improve their lesson and classroom control skills, - to develop their assessment of student s works skills, - to increase their lesson planning and giving students the lessons, Students accomplished this course - Improve interrogative asking skills. - Acquire confidence of lesson and classroom control. - Obtain eperimentation about assessment of student s works. - Develop capability of lesson book skills. - Plan group works. - Prepare test questions, mark and analyze results. - Design lesson and give students lessons. YÖK-Dünya Bankası Milli Egitimi Gelistirme Projesi(1998), Fakülte Okul _sbirligi, Ankara YÖK Yayınları. Okul Deneyimi, H.DEM_RTAS, H.GÜNES,Anı Yayıncılık,Ankara,2005 Methods of Giving Lecture

16 Assessment Criteria If Avaible, to Sign () General Average Percentage (%) Rate 1. Quiz X 40 Semester Course Plan Week 2. Quiz 3. Quiz 4. Quiz Homeworks 25 Oral Eamination Practice Eamination (Laboratory, Project etc.) 1 Term plan, instructions and eplanations X 30 Final Eamination X 30 Subjects 2 Asking questions eams 3 Lesson and classroom management 4 Assessing student work 5 Use of tetbook 6 Group-work 7 Midterm eam 8 Using worksheets 9 Assessment and record 10 Prepare test questions, mark and analyze results 11 The use of analogies in education 12 Design lesson 13 Assessment of school eperience works 14 General evaluation

17 Relations with Course Department Advantages 1 2 Programme Advantages To gain vocational knowledge that is necessary for the teachers of secondary school Skill at using techniques, capabilities and modern tools that is necessary for secondary school Course Contribution None Partially Full Contrib ution 3 Skill at renewing himself/herself for the problems of contemporary age 4 The consciousness of necessity for livelong learning 5 The education that is necessary to understand the social and universal dimensions of his/her profession 6 Skill at communicating effectively 7 The consciousness of Professional and ethical responsibility 8 Skill at defining the problems of secondary school teachers and critical thinking and problem solving 9 Skill at studying with multi-disciplinary approach 10 Skill at planning the learning process 11 Skill at thinking scientifically 12 Skill at applying the fundamental knowledge of secondary school teaching To have the abilities in the implement / practice of the teaching methods in the classroom. To have the abilities to prepare and practice alternative measurement and assessment materials. 15 To have the abilities to conduct research and prepare projects in the field. Prepared by: Assistant Prof. Nusret KOCA Date :

18 Course Learning Outs and Proficiencies Course Goals Course Aim AFYON KOCATEPE UNIVERSITY INSTITUTES OF NATURAL AND APPLIED SCIENCES COURSE IDENTIFICATION FORM EK-4 Course Code and Name: ORT-511 MB Measurement and Development Department of : Department of Secondary Science Teaching Semester Theoretic Practice Total Credits ECTS Language of Instruction Type: Compulsory/ Elective I Turkish Compulsory Prerequisite (s) Instructor Course Assistant Asst.Prof. Gürbüz OCAK Mail : :[email protected] Web : Mail : Web : Groups / Classes Biology, Physics, Chemistry and Mathematics Education To identify and eplain certain basic principles of educational measurement To apply them to the development of a valid and reliable assessment program that measures the achievement of a set of educational objectives from a curriculum that they teach. To present an overview of measuring educational achievement in technical and adult further education, To eplain two principles of achievement testing: reliability and validity. future teachers are shown how to plan an assessment program. To construct tests and treatment of test results. Each topic is accompanied by questions for discussion and/or student eercises. Student will be able tolearn: knowing basic concepts of measurement and evaluation to recognition Statistical concepts related to measurement knowing tests and classification of tests knowing achievement test Alternative measurement Developing of a test Item analysis Understanding basic characteristics of measurement (validity, reliability, usefulness) Students who complete the course successfully: knows basic concepts of measurement and evaluation recognitions Statistical concepts related to measurement knows tests and classification of tests knows achievement test Alternative measurement Developing of a test Item analysis Understanding basic characteristics of measurement (validity, reliability, usefulness)

19 Assessment Criteria Course Basic and Auiliary Contets Methods of Giving Lecture Özçelik, D.A.(.). Test Hazırlama Kılavuzu.ÖSYM Egitim Yayınları 8. Berberoglu, G. (2006). Sınıf _çi Ölçme Degerlendirme Teknikler., _stanbul: Morpa Kültür Yayınları Atılgan, H ve diger. (2006). Egitimde Ölçme ve Degerlendirme. (Ed:Atılgan, H.), Ankara: Anı Yayıncılık Turgut, M.F (1990). Egitimde Ölçme ve Degerlendirme Metotları, Ankara: Saydam Matbaacılık Tekin, H. (1991). Egitimde Ölçme ve Degerlendirme, Ankara: Yargı Yayınevi. Tavsancıl, E. (2005). Tutumların Ölçülmesi ve SPSS _le Veri Analizi, Ankara: Nobel Yayın Dagıtım. Özgüven, _.E. Psikolojik Testler, Ankara: Nobel Yayın Dagıtım. Seker, H. Psikolojide ve Egitimde Ölçme Aracı Gelistirme, Ankara: Nobel Yayın Dagıtım. Tezbasaran, A. (1997). Likert Tipi Ölçek Gelistirme Kılavuzu, Türk Psikologlar Dernegi, 2. Basım, Ankara Büyüköztürk S.(2004). Veri Analizi El Kitabı. PegemA Yayıncılık, Ankara. Hair, Joseph F., Rolph E. Anderson, Ronald L. Tatham, William C. Black. (1998). Multivariate Data Alaysis (Fifth Edition). New Jersey: Prentice-Hall International Inc. Schermelleh-Engel, k. Ve Moosbrugger, H. (2003). Evaluating The Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures. Methods of Psychological Research Online, Vol:8 No:2, Simsek, Ömer F. (2007). Yapısal Esitlik Modellemesine Giris Temel _lkeler ve LISREL Uygulamaları. Ankara: Ekinoks Yayıncılık. If Avaible, to Sign () General Average Percentage (%) Rate 1. Quiz 25 Semester Course Plan Week 2. Quiz 3. Quiz 4. Quiz Homeworks 25 Oral Eamination Practice Eamination (Laboratory, Project etc.) 1 Eplanation of the course content and aims. Final Eamination 50 Subjects 2 Basic concepts of measurement development 3 Statistical concepts related to measurement(frekans, mod, median ) 4 Statistical concepts related to measurement

20 5 Tests and classification of tests 6 Achievement test 7 Mid-term 8 true false test multiple choise test equating test 9 Alternative measurement Developing of a test Item analysis Developing of a test Item analysis 12 Basic characteristics of measurement (validity, reliability, usefulness) 13 Evaluation and kinds of Evaluation 14 Developing the last version of a measure Relations with Course Department Advantages 1 2 Programme Advantages To gain vocational knowledge that is necessary for the teachers of secondary school Skill at using techniques, capabilities and modern tools that is necessary for secondary school Course Contribution None Partially Full Contrib ution 3 Skill at renewing himself/herself for the problems of contemporary age 4 The consciousness of necessity for livelong learning 5 The education that is necessary to understand the social and universal dimensions of his/her profession 6 Skill at communicating effectively 7 The consciousness of Professional and ethical responsibility

21 8 Skill at defining the problems of secondary school teachers and critical thinking and problem solving 9 Skill at studying with multi-disciplinary approach 10 Skill at planning the learning process 11 Skill at thinking scientifically 12 Skill at applying the fundamental knowledge of secondary school teaching 13 To have the abilities in the implement / practice of the teaching methods in the classroom. 14 To have the abilities to prepare and practice alternative measurement and assessment materials. 15 To have the abilities to conduct research and prepare projects in the field. Prepared by Asist. Prof. Gürbüz OCAK Date :

22 Course Goals Course Aim AFYON KOCATEPE UNIVERSITY INSTITUTES OF NATURAL AND APPLIED SCIENCES COURSE IDENTIFICATION FORM EK-4 Course Code and Name: ORT-513 MB Introduction to Science of Education Department of : Department of Secondary Science Teaching Semester Theoretic Practice Total Credits ECTS Language of Instruction Type: Compulsory/ Elective I Turkish Compulsory Prerequisite (s) - Instructor Course Assistant Yrd. Doç.Dr. Sinan YÖRÜK Mail : [email protected] Web : ro Mail : Web : Groups / Classes Biology, Physics, Chemistry and Mathematics Education Having students gain effective classroom management skills. To seize The Basics of Classroom Management To learn Social and Physiological Factors Which are effect the student behaviors To know The approach of Classroom Management To seize to be forms and management of class rules To learn class organization To seize time management in class To seize teaching Method To learn communication in class To seize motivation in class To learn the family relation of to be improvement preventing and changing undesired behaviors To seize Class leadership

23 Assessment Criteria Course Basic and Auiliary Contets Course Learning Outs and Proficiencies Tell The Basics of Classroom Management Eplain Social and Physiological Factors Which are effect the student behaviors Know The approach of Classroom Management Tell to be forms and management of class rules Tell class organization Tell time management in class Know teaching Method Tell communication in class Tell motivation in class Tell the family relation of to be improvement To be prevented and change of Tell Class leadership Çelik. V. (2005). Sınıf yönetimi, Nobel yayınevi, Ankara Sınıf Yönetimi (2004). (editör Emin Karip) Pegem Yayınları, Ankara. Celep. C. (2008), Sınıf Yönetiminde Kuram ve Uygulama, Pegem Yayıncılık, Ankara. Methods of Giving Lecture If Avaible, to Sign () General Average Percentage (%) Rate 1. Quiz 40 Semester Course Plan Week 2. Quiz 3. Quiz 4. Quiz Homeworks Oral Eamination Practice Eamination (Laboratory, Project etc.) 1 The Basics of Classroom Management Final Eamination 60 Subjects 2 Social and Physiological Factors Which are effect the student behaviours 3 The approach of Classroom Management 4 The forms and management of class rules

24 5 Class organization 6 Time management in class 7 The Midterm Eam 8 Teaching Method 9 Communication in class 10 Motivation in class 11 The family relation of to be improvement 12 Preventing and changing undesired behaviors. 13 Preventing and changing undesired behaviors 14 Class leadership Relations with Course Department Advantages 1 2 Programme Advantages To gain vocational knowledge that is necessary for the teachers of secondary school Skill at using techniques, capabilities and modern tools that is necessary for secondary school Course Contribution None Partially Full Contrib ution 3 Skill at renewing himself/herself for the problems of contemporary age 4 The consciousness of necessity for livelong learning 5 The education that is necessary to understand the social and universal dimensions of his/her profession 6 Skill at communicating effectively 7 The consciousness of Professional and ethical responsibility

25 8 Skill at defining the problems of secondary school teachers and critical thinking and problem solving 9 Skill at studying with multi-disciplinary approach 10 Skill at planning the learning process 11 Skill at thinking scientifically 12 Skill at applying the fundamental knowledge of secondary school teaching To have the abilities in the implement / practice of the teaching methods in the classroom. To have the abilities to prepare and practice alternative measurement and assessment materials. 15 To have the abilities to conduct research and prepare projects in the field. Prepared by: Yrd. Doç.Dr. Sinan Yörük Date :

26 Course Aim Learning Outcomes and Competences AFYON KOCATEPE UNIVERSITY INSTITUTES OF NATURAL AND APPLIED SCIENCES COURSE IDENTIFICATION FORM EK-4 Course Code and Name: ORT-502 MB Instructional Technologies and Material Development Department of : Department of Secondary Science Teaching Semester Theoretic Practice Total Credits ECTS Language of Instruction Type: Compulsory/ Elective II Turkish Compulsory Prerequisite (s) Instructor Course Assistant None Asist. Prof. Levent ÇEL_K Asist. Prof. _lhan VARANK Mail : [email protected] [email protected] Web : Mail : Web : Groups / Classes Biology, Physics, Chemistry and Mathematics Education Designing, applying and evaluating instructional materials which is use to do effective and productive to instructional process. Course Objective It is included that characteristics of different instructional technologies, it is importance and usage in instructional process, developing the instructional materials by instructional technologies and evaluating of the materials in various qualifications. Understanding relation between learning and instructional technologies Understanding relation between curriculum development and instructional technologies Determining importance of educational materials and methods in learning and teaching process Designing and using visual materials

27 Assessment Criteria Tetbook and /or References Yalın, _brahim H. (2003). Instructional Technologies and Material Development, Nobel Yayın Dagıtım. Ankara. Demirel, Ö., Altun, E. (2007). Instructional Technologies and Material Development, Pegema Yayıncılık. Ankara. Course Processing If any,mark as (X) Percent (%) Midterm Eams X 25 Quizzes X 25 Homeworks Projects X 25 Term Paper Laboratory Work Other Lesson Plan Week Final Eam X 25 Subjects 1 Basic concepts about education and instructional technology 2 Instructional technology and communication 3 Instructional Analyze 4 Planning Instructional Conditions 5 Importance of Materials in Education 6 Selection of Instructional Materials 7 Midterm eams 8 Designing Visual Materials: Design Components, Design Principles

28 9 Instructional Materials and Effective Usage 10 Using Computers in Education 11 Distance Learning 12 Presenting Materials 13 Evaluation 14 Final eam Relations with Course Department Advantages 1 Programme Advantages To gain vocational knowledge that is necessary for the teachers of secondary school Course Contribution None Partially X Full Contrib ution 2 Skill at using techniques, capabilities and modern tools that is necessary for secondary school X 3 Skill at renewing himself/herself for the problems of contemporary age 4 The consciousness of necessity for livelong learning 5 The education that is necessary to understand the social and universal dimensions of his/her profession 6 Skill at communicating effectively X 7 The consciousness of Professional and ethical responsibility X 8 Skill at defining the problems of secondary school teachers and critical thinking and problem solving X 9 Skill at studying with multi-disciplinary approach

29 10 Skill at planning the learning process X 11 Skill at thinking scientifically X 12 Skill at applying the fundamental knowledge of secondary school teaching X 13 To have the abilities in the implement / practice of the teaching methods in the classroom. X 14 To have the abilities to prepare and practice alternative measurement and assessment materials. X 15 To have the abilities to conduct research and prepare projects in the field. X Prepared by Assist. Prof. Levent ÇEL_K Date :

30 Course Basic and Auiliary Contets Course Learning Outs and Proficiencies Course Goals Course Aim AFYON KOCATEPE UNIVERSITY INSTITUTES OF NATURAL AND APPLIED SCIENCES COURSE IDENTIFICATION FORM EK-4 Course Code and Name: ORT-504 Teaching Practice Department of : Department of Secondary Science Teaching Semester Theoretic Practice Total Credits ECTS Language of Instruction Type: Compulsory/ Elective II Turkish Compulsory Prerequisite (s) - Instructor Assist. Prof. Nusret Koca Mail : [email protected] Web : Course Assistant - Mail : Web : Groups / Classes Biology, Physics, Chemistry and Mathematics Education The aim of this course is to help the pre-service Secondary School teachers gain the knowledge and eperience about how to teach in real classroom settings. The pre-service Secondary School teachers is to gain: teaching eperiences in a real classroom settings. How to deal with students in real classroom settings. the eperiences in the implementation of the new and alternative teaching and learning strategies in mathematics. the knowledge how they are going to teach several conce The pre-service Secondary School teachers will have gained: the teaching eperiences in a real classroom settings. How to deal with students in real classroom settings. the eperiences in the implementation of the new and alternative teaching and learning strategies in mathematics. the knowledge how they are going to teach several concepts Suggested tetbooks; 1. YÖK/ Dünya Bankası (2002). Ögretmen egitim dizisi; Fakülte-Okul _sbirligi, Afyon. Methods of Giving Lecture Activity based teaching and group work

31 Assessment Criteria If Avaible, to Sign () General Average Percentage (%) Rate 1. Quiz Quiz 3. Quiz Semester Course Plan Week 1 4. Quiz 5. Quiz Oral Eamination Practice Eamination (Laboratory, Project etc.) Final Eamination 60 Subjects School visit, meeting with school principles and advisor, and getting some information about the school system and programs, Attending the classrooms with the advisor, and being ready for the classroom teaching of the week, Talking with the students about the weekly school eperiences, assessments and discussions of them. Attending the classrooms with the advisor, and being ready for the classroom teaching of the week, Talking with the students about the weekly school eperiences, assessments and discussions of them. Attending the classrooms with the advisor, and being ready for the classroom teaching of the week, Talking with the students about the weekly school eperiences, assessments and discussions of them. Attending the classrooms with the advisor, and being ready for the classroom teaching of the week, Talking with the students about the weekly school eperiences, assessments and discussions of them. Attending the classrooms with the advisor, and being ready for the classroom teaching of the week, Talking with the students about the weekly school eperiences, assessments and discussions of them. 7 Midterm Eam Attending the classrooms with the advisor, and being ready for the classroom teaching of the week, Talking with the students about the weekly school eperiences, assessments and discussions of them. Attending the classrooms with the advisor, and being ready for the classroom teaching of the week, Talking with the students about the weekly school eperiences, assessments and discussions of them. Attending the classrooms with the advisor, and being ready for the classroom teaching of the week, Talking with the students about the weekly school eperiences, assessments and discussions of them. Attending the classrooms with the advisor, and being ready for the classroom teaching of the week, Talking with the students about the weekly school eperiences, assessments and discussions of them. Attending the classrooms with the advisor, and being ready for the classroom teaching of the week, Talking with the students about the weekly school eperiences, assessments and discussions of them. Attending the classrooms with the advisor, and being ready for the classroom teaching of the week, Talking with the students about the weekly school eperiences, assessments and discussions of them. 14 Talking with the student advisor about the teacher candidates classroom teaching performances.

32 Relations with Course Department Advantages Programme Advantages Course Contribution None Partially Full Contrib ution 1 To gain abilities required for the secondary school teachers X 2 To learn teaching techniques and methods required for the secondary school teachers, and to use the necessary skills for teaching X 3 To gain the abilities to update him/herself about the new developments in education and problems of this century X 4 To be conscious about the necessity of life-long learning X 5 To have knowledge and education regarding the effects of his/her job in global and national dimensions X 6 To have effective communication skills X 7 To be conscious about the ethics and responsibility of the job X 8 To define the problems of the Secondary School Education Programmes, to find solutions about them and to have critical reasoning abilities X 9 To have the abilities work with other fields X 10 To have adequate abilities to make plans for the implementations of the program. X 11 To have the ability to look at the incidents in a scientific ways. X To have the ability to practice the gained content and pedagogical knowledge in the field. To be able to prepare and implement alternative measurement and evaluation materials X X 14 To have the abilities to conduct research and prepare projects in the field. X 15 To have the abilities to conduct research and prepare projects in the field. X Prepared by Assist. Prof. Nusret Koca Date : May 5th, 2008

33 Course Learning Outs and Proficiencies Course Goals Course Aim AFYON KOCATEPE UNIVERSITY INSTITUTES OF NATURAL AND APPLIED SCIENCES COURSE IDENTIFICATION FORM EK-4 Course Code and Name: ORT-508 Guidance Department of : Department of Secondary Science Teaching Semester Theoretic Practice Total Credits ECTS Language of Instruction Type: Compulsory/ Elective II Turkish Compulsory Prerequisite (s) Instructor Asst. Prof. Dr. Senay Yapıcı Mail : [email protected] : Course Assistant Groups / Classes Mail : Web : Biology, Physics, Chemistry and Mathematics Education The main aim of the course for the instructor candidates is to achieve the ability to create design for their individual and social statue and sufficiency for taking care of their own responsibilities by recognize their potentials and restrictions in guiding their students. Learning the position and the importance of the guidance and psychological consulting services in the education system. Learning the basic concepts of the guidance. Applying the best available approach. Coordinating the fitting activity for selected approach. Coordinating the activities according to individual differences. Applying tools of recognizing individuals. Accepting that student improvements should be considered as whole. Accepting the relations of the guidance services with each other.

34 Assessment Criteria Course Basic and Auiliary Contets Methods of Giving Lecture Binnur, Yesilyaprak. Egitimde Rehberlik Hizmetleri. Ankara: Nobel yayınları. Kuzgun, Yıldız. Rehberlik ve Psikolojik Danısma. Ankara: ÖSYM Yayınları Kepçeoglu, Muharrem. Psikolojik Danısma ve Rehberlik. Ankara: Özerler Matbaası Can, G. Psikolojik Danısma ve Rehberlik, Pegem A yayıncılık Ankara 2002 Tan, H. Psikolojik Danısma ve Rehberlik, M.E.B Yayınları Ögretmen Kitapları Dizisi 163. _stanbul Özoglu, S.Ç. Egitimde Rehberlik ve Psikolojik Danısma, A.Ü Egitim Bilimleri Fakültesi Yayınları No :181 Ankara Bakırcıoglu, R. _lkögretim, Ortaögretim ve Yüksekögretimde Rehberlik ve Psikolojik Danısma, Turhan Kitabevi Bilimsel Arastırma Yayınları, Ankara Verbal instructing tools and method, drama and demonstration tools If Avaible, to Sign () General Average Percentage (%) Rate 1. Quiz %40 Semester Course Plan Week 2. Quiz 3. Quiz 4. Quiz 5. Quiz Oral Eamination 1 Basic concepts and orientation Practice Eamination (Laboratory, Project etc.) Final Eamination %60 Subjects 2 Aims and principles of guidance 3 Fields of guidance and psychological consulting services 4 Types of guidance and psychological consulting 5 Tools for recognizing students 6 Tools for recognizing students 7 Eam week 8 Educative guidance 9 Individual-social guidance

35 10 Professional guidance 11 Test and other tools.\ 12 Individual differences 13 Private education and guidance 14 Organization and staff in guidance Relations with Course Department Advantages 1 2 Programme Advantages To gain vocational knowledge that is necessary for the teachers of secondary school Skill at using techniques, capabilities and modern tools that is necessary for secondary school Course Contribution None Partially X Full Contrib ution X 3 Skill at renewing himself/herself for the problems of contemporary age X 4 The consciousness of necessity for livelong learning X 5 The education that is necessary to understand the social and universal dimensions of his/her profession X 6 Skill at communicating effectively X 7 The consciousness of Professional and ethical responsibility X 8 Skill at defining the problems of secondary school teachers and critical thinking and problem solving X 9 Skill at studying with multi-disciplinary approach X 10 Skill at planning the learning process X 11 Skill at thinking scientifically X

36 12 Skill at applying the fundamental knowledge of secondary school teaching X To have the abilities in the implement / practice of the teaching methods in the classroom. To have the abilities to prepare and practice alternative measurement and assessment materials. X X 15 To have the abilities to conduct research and prepare projects in the field. X Prepared by Ass. Prof. Dr. Senay Yapıcı Date

37 Course Learning Outs and Proficiencies Course Goals Course Aim AFYON KOCATEPE UNIVERSITY INSTITUTES OF NATURAL AND APPLIED SCIENCES COURSE IDENTIFICATION FORM EK-4 Course Code and Name: ORT-510: Theories And Approaches To Learning And Teaching Department of : Department of Secondary Science Teaching Semester Theoretic Practice Total Credits ECTS Language of Instruction Type: Compulsory/ Elective Summer Turkish Compulsory Prerequisite (s) Instructor Course Assistant Prof.Dr. Mustafa Ergün Mail : [email protected] Web : Mail : Web : Groups / Classes Biology, Physics, Chemistry and Mathematics Education To give the Social Domains secondary education master students (non-thesis), precise scintific knowledge about the therotical researches, theories and practical applications on education and teaching during their own teaching process. To candidate teachers; Give basic aspects and principles about learning views of Ivan Pavlov, J.Watson, Guthrie, Thorndike, Skinner, Hull and Tolman on Behaviorist learning theory. Give Bandura, Bruner, Ausubel, Gagne, Piaget ve Vygotski's principles about learning. Introduce mind based learning theories; Give models, strategies and principles of teaching. Candidate teacher who takes this course: Knows the gains of education of the behaviorist theories which aproaches eperimentally to learning, Evaluate the main points made by Bandura, Bruner, Piaget, Vygotski etc. who draw attention to mental and environmental side of learning. Know the researches and views which take attention to mind and learning concept in brain, And bring conciously all these into use in his/her educational pattern, strategies and principles.

38 Assessment Criteria Course Basic and Auiliary Contets Methods of Giving Lecture Senemoglu, Nuray. Gelisim Ögrenme Ögretim. Kuramdan Uygulamaya. Ankara: Gönül yay Açıkgöz, Kamile Ün. Etkili Ögrenme ve Ögretme. _zmir Bruner, Jerome S.. Bir Ögretim Kuramına Dogru. Ankara: A.Ü.bas. 1991; Ankara: Nobel yay Charles, C.M.. Ögretmenler _çin Piaget _lkeleri. Ankara: Lazer Offset 1992 Günçe, Gülseren. Çocukta Zihin Gelisimi. Piaget Kuramına Toplu Bakıs. Ankara: Baylan Matbaası, Piaget, Jean. Çocukta Dil ve Düsünce. _stanbul: Devlet B Piaget, Jean. Çocukta Hüküm ve Muhakeme. _stanbul: Devlet Basımevi Piaget, Jean. Çocukta Zihin Gelisimi Kuramına Toplu Bakıs. Ankara 1973 Piaget, Jean. Egitim Nereye Gidiyor? Anlamak Kesfetmektir. _zmir Piaget, Jean. Epistemoloji ve Psikoloji. _stanbul: Havass yay Vygotsky, Lev Semanoviç. Düsünce ve Dil. _stanbul: Sistem yay Lectures, Classroom Discussions, Drama, Weekly Homework If Avaible, to Sign () General Average Percentage (%) Rate 1. Quiz X 20 Semester Course Plan Week 1 2. Quiz 3. Quiz 4. Quiz Homeworks Oral Eamination Practice Eamination (Laboratory, Project etc.) X 20 Final Eamination X 60 Subjects Eperiments by behaviorists, Behavioral Learning Theories, Classical conditioning and Pavlov 2 Watson and Guthrie s contiguity theory 3 Thorndike's Connectionism 4 Operant Conditioning and Skinner 5 Hull and Drive Reduction Theory (systematic behavior theory) 6 Tolman and sign learning 7 Bandura and social learning theory 8 Bruner Discovery Learning

39 9 Piaget's developmental stages theory, cognitive development / Vygotsky and Social Cognition 10 Ausubel Verbal Learning / Gagné Learning Hierarchy 11 Brain-Based Learning and Neuroscience 12 Learning Theories and Teaching Models / Instructional Methods 13 Teaching and Learning Strategies 14 Principles of learning and teaching Relations with Course Department Advantages Programme Advantages Students have demonstrated knowledge and understanding in a field of study that builds upon general secondary education and is typically at a level supported by advanced tetbooks; such knowledge provides an underpinning for a field of work or vocation, personal development, and further studies to complete the first cycle; Students can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study; Students have the ability to gather and interpret relevant data (usually within their field of study) to inform judgements that include reflection on relevant social, scientific or ethical issues; Students can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences; Course Contribution None Partially Full Contrib ution 5 Students have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy. 6 Students have demonstrated knowledge and understanding that is founded upon and etends and/or enhances that typically associated with the first cycle, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research contet;

40 7 8 9 Students can apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contets related to their field of study; Students have the ability to integrate knowledge and handle compleity, and formulate judgements with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgements; Students have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field Prepared by: Prof.Dr. Mustafa Ergün Date :

41 Course Basic and Auiliary Contets Course Learning Outs and Proficiencies Course Goals Course Aim AFYON KOCATEPE UNIVERSITY INSTITUTES OF NATURAL AND APPLIED SCIENCES COURSE IDENTIFICATION FORM EK-4 Course Code and Name: ORT-512 Field Education and Research Project Department of : Department of Secondary Science Teaching Semester Theoretic Practice Total Credits ECTS Language of Instruction Type: Compulsory/ Elective Turkish Compulsory Prerequisite (s) Instructor Course Assistant None Ass. Prof. Dr. Nusret KOCA Mail : [email protected] Web : Mail : Web : Groups / Classes Biology, Physics, Chemistry and Mathematics Education To have adequacy for prepare of a scientific project, To do scientific study in field education The candidate teachers are to; search and find problems in the field know the importance of science and scientific attitudes be familiar with basic concepts regarding science and research collect research findings and make literature review write a small project and conduct a small project present the results of the project. The candidate teachers who complete the course successfully; search and find problems in the field know the importance of science and scientific attitudes be familiar with basic concepts regarding science and research collect research findings and make literature review write a small project and conduct a small project present the results of the project. All the references related to the study. Methods of Giving Lecture

42 Assessment Criteria If Avaible, to Sign () General Average Percentage (%) Rate 1. Quiz Semester Course Plan Week 2. Quiz 3. Quiz 4. Quiz Homeworks Oral Eamination Practice Eamination (Laboratory, Project etc.) X 40 Final Eamination X 60 Subjects 1 Meeting with the candidate teachers and give information about the course 2 3 Talk about the research techniques and give some information about the types of research methodologies, show several sample research studies about quantitative studies. Give some information about the types of research methodologies, show several sample research studies about qualitative studies. 4 Show teacher candidates how to write or make literature review, and show eamples 5 The teacher candidates are required to collect papers.. 6 The teacher candidates are required to read papers and try to write the summary of the studies.. 7 Midterm Eam 8 9 The teacher candidates should write something about the prominent concepts and findings from the papers. The teacher candidates should write something about the prominent concepts and findings from the papers. 10 The teacher candidates should define a problem and propose a study. 11 Make presentation about their proposal 12 Make presentation about their proposal 13 Make presentation about their proposal 14 Make presentation about their proposal

43 Relations with Course Department Advantages 1 2 Programme Advantages To gain vocational knowledge that is necessary for the teachers of secondary school Skill at using techniques, capabilities and modern tools that is necessary for secondary school Course Contribution None Partially Full Contrib ution 3 Skill at renewing himself/herself for the problems of contemporary age 4 The consciousness of necessity for livelong learning 5 The education that is necessary to understand the social and universal dimensions of his/her profession 6 Skill at communicating effectively 7 The consciousness of Professional and ethical responsibility 8 Skill at defining the problems of secondary school teachers and critical thinking and problem solving 9 Skill at studying with multi-disciplinary approach 10 Skill at planning the learning process 11 Skill at thinking scientifically 12 Skill at applying the fundamental knowledge of secondary school teaching To have the abilities in the implement / practice of the teaching methods in the classroom. To have the abilities to prepare and practice alternative measurement and assessment materials. 15 To have the abilities to conduct research and prepare projects in the field. Prepared by Ass. Prof. Dr. Nusret Koca Date :