Nevşehir Hacı Bektaş Veli University Course Catalogue
|
|||||
| Year/Semester of Study | 2 / Fall Semester | ||||
| Level of Course | 1st Cycle Degree Programme | ||||
| Type of Course | Compulsory | ||||
| Department | SOCIAL STUDIES TEACHING | ||||
| Pre-requisities and Co-requisites | None | ||||
| Mode of Delivery | Face to Face | ||||
| Teaching Period | 14 Weeks | ||||
| Name of Lecturer | NEŞE BÖRÜ (nboru@nevsehir.edu.tr) | ||||
| Name of Lecturer(s) | |||||
| Language of Instruction | Turkish | ||||
| Work Placement(s) | None | ||||
| Objectives of the Course | |||||
| The aim of this course; The library of Alexandria, the important schools in history, the library of Baghdad and Arab philosophers; education in the first Turkish states; education in the first Muslim Turkish states; education in the 13-18 century in Turkish states, education in Turkey Seljuks and the first Anatolian Turkish states; education in the Ottoman Empire: The education system until the first innovation movements; Innovation movements in education in the Ottoman Empire until the Tanzimat; The establishment of the modern education system from the Tanzimat to the Republic of Turkey; reorganization of traditional education; education in the Republic of Turkey: The foundations, structure, establishment and development of the Turkish education system; teacher training process from the beginning to the present; education in 19-20st century other Turkish states and communities in Eurasia; Education in the Turkish world in the 21st century; common goals, language and alphabet unity, to gain knowledge about common history writing. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | Explain the relationship between the library of Alexandria, the first era schools and the library of Baghdad, and the effect of these schools and libraries on the Turkish education system and modern education. |
PO-13 Has a general knowledge compatible with his or her education level and social environment. PO-15 Develops a positive attitude towards lifelong learning. |
Examination Performance Project |
| LO-2 | Will be able to explain the life and educational purpose of important Muslim Turkish philosophers. |
PO-13 Has a general knowledge compatible with his or her education level and social environment. PO-15 Develops a positive attitude towards lifelong learning. |
Examination Performance Project |
| LO-3 | Will be able to explain the revolutions of the Seljuks in the history of Turkish education and the understanding of education through the values of the philosophers of the period. |
PO-13 Has a general knowledge compatible with his or her education level and social environment. PO-15 Develops a positive attitude towards lifelong learning. |
Examination Performance Project |
| LO-4 | Explain the belief system of the pre-Islamic Turkish states. |
PO-13 Has a general knowledge compatible with his or her education level and social environment. PO-15 Develops a positive attitude towards lifelong learning. |
Examination Performance Project |
| LO-5 | Explain the meaning of the messages in the Orkhon inscriptions. |
PO-13 Has a general knowledge compatible with his or her education level and social environment. PO-15 Develops a positive attitude towards lifelong learning. |
Examination Performance Project |
| LO-6 | Explain the difference between the traditional and modern education understanding in the Ottoman period. |
PO-13 Has a general knowledge compatible with his or her education level and social environment. PO-15 Develops a positive attitude towards lifelong learning. |
Examination Performance Project |
| LO-7 | Can explain modern thought movements and modern education system. |
PO-13 Has a general knowledge compatible with his or her education level and social environment. PO-15 Develops a positive attitude towards lifelong learning. |
Examination Performance Project |
| LO-8 | Explain the purpose of education in the establishment of the Republic of Turkey and the change in the Turkish Republic of education system in the historical process. |
PO-13 Has a general knowledge compatible with his or her education level and social environment. PO-15 Develops a positive attitude towards lifelong learning. |
Examination Performance Project |
| LO-9 | Can explain the understanding of education in Middle Asian Turkish states in 19st, 20st and 21st century |
PO-13 Has a general knowledge compatible with his or her education level and social environment. PO-15 Develops a positive attitude towards lifelong learning. |
Examination Performance Project |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
|||
| Course Contents | ||
| This course includes “The library of Alexandria, the important schools in history, the library of Baghdad and Arab philosophers; education in the first Turkish states; education in the first Muslim Turkish states; education in the 13-18 century in Turkish states, education in Turkey Seljuks and the first Anatolian Turkish states; education in the Ottoman Empire: The education system until the first innovation movements; Innovation movements in education in the Ottoman Empire until the Tanzimat; the establishment of the modern education system from the Tanzimat to the Republic of Turkey; reorganization of traditional education; education in the Republic of Turkey: The foundations, structure, establishment and development of the Turkish education system; teacher training process from the beginning to the present; education in 19-20st century other Turkish states and communities in Eurasia; Education in the Turkish world in the 21st century; common goals, language and alphabet unity, to gain knowledge about common history writing.” | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | Introduction of the course and determination of course requirements Purpose and scope of Turkish education history course The value of the history lesson | Lecture, Question- Answer, Discussion |
| 2 | The library of Alexandria, the first era schools | Lecture, Question- Answer, Discussion |
| 3 | Baghdad Library, Arab philosophers and explorers | Lecture, Question- Answer, Discussion |
| 4 | Farabi, İbn-i Sina Education in Karakhanids, Yusuf Has Hacip, Kaşgarlı Mahmut | Lecture, Question- Answer, Discussion |
| 5 | Madrasas, Ahilik organization Atabeg in Seljuks; Hoca Ahmet Yesevi, Hacı Bektaş Veli, Yunus Emre | Lecture, Question- Answer, Discussion |
| 6 | First Turkish states beliefs, values, Turkish epics, Turkish mythology | Lecture, Question- Answer, Discussion |
| 7 | Orkhon inscriptions | Lecture, Question- Answer, Discussion |
| 8 | mid-term exam | |
| 9 | Ottoman traditional period in education | Lecture, Question- Answer, Discussion |
| 10 | Ottoman modern period in education | Lecture, Question- Answer, Discussion |
| 11 | Movements of thought in Europe and the understanding of modern education | Lecture, Question- Answer, Discussion |
| 12 | The foundation of the Republic of Turkey and its education understanding | Lecture, Question- Answer, Discussion |
| 13 | The Turkish teacher training history | Lecture, Question- Answer, Discussion |
| 14 | The Turkish university history; The Turkish vocational school history | Lecture, Question- Answer, Discussion |
| 15 | Education in other Turkish states and communities in Middle Asia in 19st, 20st century. Common goals, language and alphabet unity, history writing studies in the 21st century. | Lecture, Question- Answer, Discussion |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| 1 | Akyüz, Y. (1982). Türk eğitim tarihi. Ankara Üniv. Eğitim Bilimleri Fak. | |
| 2 | Doğan, İ. (2022). Eğitim Tarihi. Nobel Akademi. | |
| 3 | Ortaylı, İ. Türklerin Tarihi I ve II. Timaş Yayınları | |
| 4 | ORTAYLI, İ. (2006). İskenderiye kütüphanesi. Türk Kütüphaneciliği, 20(1), 85-88. | |
| 5 | Tunay, M. İ. (1970). Dünyanın en eski kütüphanelerinden İskenderiye Kütüphanesi. Türk Kütüphaneciliği, 19(1), 25-26. | |
| Required Course instruments and materials | ||
| Lecture articles, computer | ||
| Assessment Methods | |||
| Type of Assessment | Week | Hours | Weight(%) |
| mid-term exam | 8 | 1 | 30 |
| Other assessment methods | |||
| 1.Oral Examination | |||
| 2.Quiz | |||
| 3.Laboratory exam | |||
| 4.Presentation | |||
| 5.Report | |||
| 6.Workshop | |||
| 7.Performance Project | 2-14 | 1 | 10 |
| 8.Term Paper | |||
| 9.Project | |||
| final exam | 16 | 1 | 60 |
| Student Work Load | |||
| Type of Work | Weekly Hours | Number of Weeks | Work Load |
| Weekly Course Hours (Theoretical+Practice) | 2 | 14 | 28 |
| Outside Class | |||
| a) Reading | 2 | 14 | 28 |
| b) Search in internet/Library | 1 | 14 | 14 |
| c) Performance Project | 1 | 14 | 14 |
| d) Prepare a workshop/Presentation/Report | 0 | ||
| e) Term paper/Project | 0 | ||
| Oral Examination | 0 | ||
| Quiz | 0 | ||
| Laboratory exam | 0 | ||
| Own study for mid-term exam | 2 | 1 | 2 |
| mid-term exam | 1 | 1 | 1 |
| Own study for final exam | 2 | 1 | 2 |
| final exam | 1 | 1 | 1 |
| 0 | |||
| 0 | |||
| Total work load; | 90 | ||