| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Relıgıous Communıcatıon and Guıdance | DAO 494 | 8 | 2 + 0 | 2 | 5 |
| Ön Koşul Dersleri | None. |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Seçmeli |
| Dersin Koordinatörü | Prof.Dr. SUAT CEBECİ |
| Dersi Verenler | |
| Dersin Yardımcıları | Arş.Gör. Kübra CEVHERLİ |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | 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 |
| Dersin İçeriği | 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 |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 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, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 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 |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | [1] Merih ZILLIOĞLU, İletişim Nedir?, Cem Yayınevi, İstanbul, 1996 |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 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 | |||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 70 |
| 1. Kısa Sınav | 5 |
| 1. Ödev | 20 |
| 2. Kısa Sınav | 5 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 50 |
| 1. Final | 50 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| 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 |
| Toplam İş Yükü | 89 | ||
| Toplam İş Yükü / 25 (Saat) | 3,56 | ||
| Dersin AKTS Kredisi | 5 | ||