Course Name Code Semester T+U Hours Credit ECTS
Karakter ve Değer Eğitimi RPD 206 4 2 + 0 2 3
Precondition Courses
Recommended Optional Courses
Course Language Turkish
Course Level Bachelor's Degree
Course Type Compulsory
Course Coordinator Prof.Dr. HÜSEYİN ÇALIŞKAN
Course Lecturers Prof.Dr. HÜSEYİN ÇALIŞKAN,
Course Assistants

Research Assistant Samet Makas

Course Category Field Proper Education
Course Objective

The aim of this course is to provide the students with the definition, importance and purpose of values education, the scope of education in values education, different approaches in values education, to raise awareness about social and individual values education and to gain professional skills.

Course Content

The definition, importance and purpose of values education, the scope of education in values education, different approaches in values education, social and individual values education, its impact on social changes and values, the need for values education in social context, different approaches to the development of moral values, the relationship between program philosophy and values education , methods and techniques used in values education.

# Course Learning Outcomes Teaching Methods Assessment Methods
1 Knows the definition of values education. Lecture, Discussion, Drilland Practice, Testing, Homework,
2 Understands the importance and purpose of values education. Lecture, Discussion, Drilland Practice, Testing, Homework,
3 Understands the importance and purpose of values education. Lecture, Discussion, Drilland Practice, Testing, Homework,
4 Interprets different approaches in values education. Lecture, Discussion, Drilland Practice, Testing, Homework,
5 Knows social and individual values education. Lecture, Discussion, Drilland Practice, Testing, Homework,
6 Discusses the effects of social changes and values. Lecture, Discussion, Drilland Practice, Testing, Homework,
7 Interprets the need for values education in social context. Lecture, Discussion, Drilland Practice, Testing, Homework,
8 Knows different approaches to the development of moral values. Lecture, Discussion, Drilland Practice, Testing, Homework,
9 Understands the relationship between program philosophy and values education. Lecture, Discussion, Drilland Practice, Testing, Homework,
10 Uses the methods and techniques used in values education. Lecture, Discussion, Drilland Practice, Testing, Homework,
Week Course Topics Preliminary Preparation
1 Values education: Definition, importance and purpose The relevant sections will be read from the specified sources.
2 Responsibilities of the school in values education The relevant sections will be read from the specified sources.
3 Scope of values education: Definition of values The relevant sections will be read from the specified sources.
4 Different approaches in values education: Philosophical foundations of values education The relevant sections will be read from the specified sources.
5 Moral Values Education: Character Education Approach, Traditional Character Education, Contemporary Character Education The relevant sections will be read from the specified sources.
6 Moral Values Education: Value Clarification Approach, Cognitive Developmental Approach The relevant sections will be read from the specified sources.
7 Moral Values Education: Human Values Analysis Approach, Cognitive Developmental Approach The relevant sections will be read from the specified sources.
8 Midterm The relevant sections will be read from the specified sources.
9 Moral Values Education: Sensitivity Ethics Approach, Constructivist Moral Education Approach The relevant sections will be read from the specified sources.
10 Moral Values Education: Integrative Ethics Education Approach, Social Sphere Approach The relevant sections will be read from the specified sources.
11 Social Values Education The relevant sections will be read from the specified sources.
12 Individual Values Education The relevant sections will be read from the specified sources.
13 Values education in social context: Social changes and their impact on values, the need for values education in social context The relevant sections will be read from the specified sources.
14 Character education strategies in educational programs: Strategies covering the whole school, strategies used in classrooms The relevant sections will be read from the specified sources.
Resources
Course Notes
Course Resources

[1]  Kaymakcan, R. -Zengin, M. -Arslan, Ş. vd. (2007).Değerler ve Eğitimi. DEM Yayınlar
[2] Kaymakcan ve Meydan (2011) Din kültürü ve Ahlak Bilgisi Programları ve Öğretmenlerine Göre Değerler Eğitimi, Değerler Eğitimi Dergisi C: 9 Sayı: 21, Sayfa: 29-55
[3] Kaymakcan ve Meydan(2012) Yerel Evrensel İkileminde İlköğretim DKAB ve Sosyal Bilgiler Öğretim Programlarında Değerler, Kuyeb 12(2), 1573-1591. 

[4] Kaymakcan, R. - Uyanık, M. (2007). Teorik ve Pratik Yönleriyle Ahlak, DEM Yayınları 5. Çağrıcı, M. (2006). Anahatlarıyla İslam Ahlakı, Ensar Yayınları.

 

Order Program Outcomes Level of Contribution
1 2 3 4 5
1 • They are aware of the existing social structure and cultural dynamics while providing guidance and counseling services. X
2 • They use the terminology of guidance and counseling by adhering to grammar rules of the native language X
3 • They have a linguistic interaction with which they express their feelings thoughts and facts related to the field of guidance and psychological counseling in all kinds of cultural and social contexts. X
4 • They have a linguistic interaction that can identify the needs of clients with different cultural contexts from the current culture. X
5 • They have knowledge of foreign language with which they can follow recent scientific developments such as new therapy techniques, theories, symposiums) about the field. X
6 • They communicate with clients with different cultural contexts from current culture on the basis of positive acceptance. X
7 • They list and describe the competences to conduct research in the field of Counseling and Psychological Counseling. X
8 They list and describe vocational counseling lists and discloses measuring instruments to be used in aid process. X
9 • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. X
10 • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. X
11 • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. X
12 • They effectively express their knowledge, opinions and suggestions in the field of guidance and psychological counseling by using various communication tools. X
13 • They plan individual and group counseling sessions by deciding on the needs of their clients. X
14 • They take into account the consultant and situation-specific conditions while planning the psychological counseling process. X
15 • They provide preventive guidance and psychological counseling services tailored to the changing needs of the institution they serve. X
16 • They manage and adjourn individual and group counseling sessions by deciding on the needs of their clients. X
17 • They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications. X
18 • They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications. X
19 • They know the scope of school guidance and psychological services and serve school stakeholders within this context. X
20 • They frame the problems of their clients with a scientific outlook by referencing to development, learning and personality theories. X
21 • They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications. X
22 • They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications. X
23 • They offer psychological counseling assistance after traumatic events that may occur at the national or local level. X
24 • They take into consideration spiritual and universal values while conducting the psychological aid process. X
25 • They establish effective communication and business alliance with students, colleagues, family and other stakeholders in education to effectively conduct guidance services. X
26 • They perform the process of identifying students with various adjustment disorders, developing the intervention plan, implementing and monitoring. X
27 • They plan appropriate counseling sessions specific to each individual by taking into account individual and social circumstances of the ability to make individual and group psychological counseling. X
28 • They initiate, maintain and adjourn individual counseling sessions that are specific to individual, taking into account the individual and social circumstances of the ability to make psychological counseling with individual and group. X
29 • They implement a guidance program for treatment of developmental crises that may arise during life span. X
30 They acquire an ethical understanding of the positive acceptance framework by being loyal to the ethical principles of the field of guidance and psychological counseling. X
31 • They develop professional attitudes in accordance with the basic principles of human relations and communication. X
Evaluation System
Semester Studies Contribution Rate
1. Ödev 10
1. Ara Sınav 70
1. Kısa Sınav 10
2. Kısa Sınav 10
Total 100
1. Yıl İçinin Başarıya 40
1. Final 60
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) 13 1 13
Mid-terms 1 5 5
Quiz 2 3 6
Assignment 1 5 5
Final examination 1 10 10
Total Workload 71
Total Workload / 25 (Hours) 2.84
dersAKTSKredisi 3