| Course Name | Code | Semester | T+U Hours | Credit | ECTS |
|---|---|---|---|---|---|
| Religious Communication and Guidance | DAO 494 | 8 | 2 + 0 | 2 | 5 |
| Precondition Courses | <p>None.</p> |
| Recommended Optional Courses | |
| Course Language | Turkish |
| Course Level | Bachelor's Degree |
| Course Type | Optional |
| Course Coordinator | Prof.Dr. SUAT CEBECİ |
| Course Lecturers | |
| Course Assistants | Arş.Gör. Kübra CEVHERLİ |
| Course Category | |
| Course Objective | The objectives of this lesson is to teach the role and importance of different religious activity during process of learning and teaching of religion and the principle of communication |
| Course Content | Description of communication and its character, Elements of communication, The relationship between communication and learning, The field of religious communication, Religious communication at school, Religious communication in the family, Religious communication in society, Target group in religious communication, Factors of disruptions for religious communications, Guidance approach in religious teaching |
| # | Course Learning Outcomes | Teaching Methods | Assessment Methods |
|---|---|---|---|
| 1 | To define the concepts of communication | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 2 | To explain the elements of communication | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, Homework, |
| 3 | To describe the different communication abilities | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, Homework, |
| 4 | To know characters and boundaries of communication on religious topic | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 5 | To appreciate the principle of communication on religion | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 6 | To analyze of phenomenon of target group in religious communication | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, Homework, |
| 7 | To know the forms of guidance in the field of religious education and teaching | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, Homework, |
| 8 | To explain guidance approach in religious teaching | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| Week | Course Topics | Preliminary Preparation |
|---|---|---|
| 1 | Description of communication and its character | |
| 2 | Elements of communication | |
| 3 | The relationship between communication and learning | |
| 4 | Communication instruments | |
| 5 | The field of religious communication | |
| 6 | Religious communication at school | |
| 7 | Religious communication in the family | |
| 8 | Religious communication in society | |
| 9 | Target group in religious communication | |
| 10 | Factors of disruptions for religious communications | |
| 11 | Limiting principles in religious communications | |
| 12 | Forms of guidance in religious education | |
| 13 | Fields of guidance in religious education | |
| 14 | Guidance approach in religious teaching |
| Resources | |
|---|---|
| Course Notes | |
| Course Resources | [1] Merih ZILLIOĞLU, İletişim Nedir?, Cem Yayınevi, İstanbul, 1996 |
| Order | Program Outcomes | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Recognizes the informations related to religious and moral and uses these informations in Primary Education Religious and Ethics Education. | X | |||||
| 2 | Defines, models and solves the problems of education in the field of Primary Education Religious and Ethics Education. | X | |||||
| 3 | Solves and desings a proces according to a defined target in the field of Primary Education Religious and Ethics Education in educations field definition towards one aim one duration analysis and designing ability | X | |||||
| 4 | Data solutions and implements a special teaching methods in the field of Primary Education Religious and Ethics Education, wins the sociological and psychological perspecti and reviews of social events. | X | |||||
| 5 | Uses the necessary contemporary techniques and calculation tools for education practice. | X | |||||
| 6 | Makes the teamwork in disciplinary and interdisciplinary in education practices. | X | |||||
| 7 | Behaves independently, uses the initiative and creative exhibits behavior in education practices. | X | |||||
| 8 | Gains in life-long learning behavior. | X | |||||
| 9 | Gains in oral and written communication skills. | ||||||
| 10 | Gains understanding of professional and ethical responsibility. | X | |||||
| 11 | Identifies national and international contemporary issues and indicates sensitive behavior to these issues. | ||||||
| 12 | Defines the subjects of quality and uses these subjects related to the field | X | |||||
| Evaluation System | |
|---|---|
| Semester Studies | Contribution Rate |
| 1. Ara Sınav | 70 |
| 1. Kısa Sınav | 5 |
| 1. Ödev | 20 |
| 2. Kısa Sınav | 5 |
| Total | 100 |
| 1. Yıl İçinin Başarıya | 50 |
| 1. Final | 50 |
| Total | 100 |
| ECTS - Workload Activity | Quantity | Time (Hours) | Total Workload (Hours) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 2 | 32 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 2 | 32 |
| Mid-terms | 1 | 5 | 5 |
| Quiz | 2 | 5 | 10 |
| Assignment | 1 | 5 | 5 |
| Final examination | 1 | 5 | 5 |
| Total Workload | 89 | ||
| Total Workload / 25 (Hours) | 3.56 | ||
| dersAKTSKredisi | 5 | ||