| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Contemporary Theorıes Of Relıgıous Educatıon | DAO 452 | 8 | 2 + 0 | 2 | 5 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Seçmeli |
| Dersin Koordinatörü | Dr.Öğr.Üyesi ALİ VASFİ KURT |
| Dersi Verenler | |
| Dersin Yardımcıları | |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | This course aims to recognize features of recent modern approaches to religious education and critical evaluation of them |
| Dersin İçeriği | Reasons of emergence different religious education approaches, basic approaches in religious culture and ethical knowledge curriculums, Pluralism in religious education, Traditional approaches to religious education, Some contemporary religious education approaches (constructivist, Phemenolojical, Interpretative, Diological, Narrative, etc.) |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | To explain the necessities for new approaches to religious education | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 2 | To illustrate relationship between pluralism and religious education | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 3 | To analyze main differences between traditional and modern approaches to religious education | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 4 | To summarize main features of modern approaches to religious education | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 5 | To evaluate the proces of construction in a theory of religious education | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 6 | To detabe basic approaches in religious culture and ethical knowledge curriculums | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Introduction to religious education approaches | |
| 2 | Reasons for emergence of new approaches to religious education | |
| 3 | Basic approaches in religious culture and ethical knowledge curriculums in Turkey | |
| 4 | Pluralism in religious education | |
| 5 | The phenomenon of religious education in multicultural societies | |
| 6 | Traditional approaches to religious education | |
| 7 | Traditional approaches to religious education | |
| 8 | Approaches of Learning about religion, learning religion and learning from religion | |
| 9 | Constructivist learning theory and religious education | |
| 10 | Phemenolojical approach to religious education | |
| 11 | Interpretative approach to religious education | |
| 12 | Interpretative approach to religious education | |
| 13 | Diological approach to religious education | |
| 14 | Narrative approach to religious education |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | |
| 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 | 40 |
| 1. Kısa Sınav | 15 |
| 1. Ödev | 30 |
| 2. Kısa Sınav | 15 |
| 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 | 4 | 64 |
| Mid-terms | 1 | 4 | 4 |
| Quiz | 2 | 4 | 8 |
| Assignment | 1 | 6 | 6 |
| Final examination | 1 | 10 | 10 |
| Toplam İş Yükü | 124 | ||
| Toplam İş Yükü / 25 (Saat) | 4,96 | ||
| Dersin AKTS Kredisi | 5 | ||