| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Self-Regulatıon In Mathematıcs Educatıon | IME 006 | 0 | 2 + 0 | 2 | 4 |
| Ön Koşul Dersleri | ||
| Önerilen Seçmeli Dersler | ||
| Dersin Dili | Türkçe | |
| Dersin Seviyesi | Lisans | |
| Dersin Türü | Seçmeli | |
| Dersin Koordinatörü | Doç.Dr. AYŞE ZEYNEP AZAK | |
| Dersi Verenler | ||
| Dersin Yardımcıları | Arş.Gör.Dr. EMİNE NUR BİLGİÇ |
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| Dersin Kategorisi | Alanına Uygun Öğretim | |
| Dersin Amacı |
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| Dersin İçeriği | Self-regulation and self-regulated learning processes; the aim and importance of self-regulated learning in mathematics education; the features of self-regulated learning in mathematics teaching and self-regulated learning strategies; classroom environments and teaching practices that support self-regulated learning; metacognition; self-regulation in teachers; evaluation of metacognition and self-regulation skills. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Learn concepts of self-regulation and metacognition, and have an idea about the importance of these concepts. | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, Homework, |
| 2 | Contributes to the self-regulated learning process of the students. | Lecture, Question-Answer, Discussion, Group Study, Brain Storming, Self Study, | Testing, Homework, |
| 3 | Knows the characteristics of self-regulated learning in mathematics teaching and appreciates such students. | Lecture, Question-Answer, Discussion, Group Study, Brain Storming, Self Study, | Testing, Homework, |
| 4 | Find valuable to guide students on the use of self-regulated learning strategies. | Lecture, Question-Answer, Drilland Practice, Group Study, Self Study, | Testing, Homework, |
| 5 | Develop classroom environments and teaching practices that support self-regulated learning. | Question-Answer, Discussion, Drilland Practice, Demonstration, Brain Storming, | Testing, Homework, |
| 6 | Manage and enhance your own self-regulation skills. | Group Study, Brain Storming, Self Study, | Testing, Homework, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Basic concepts of self regulation. | |
| 2 | The aim and importance of self-regulated learning in mathematics education. | |
| 3 | The features of self-regulated learning in mathematics teaching | |
| 4 | Self-regulated learning strategies in mathematics teaching. | |
| 5 | Classroom environments that support self-regulated learning. | |
| 6 | Teaching practices that support self-regulated learning. | |
| 7 | Metacognition. | |
| 8 | Midterm | |
| 9 | Self-regulation in teachers. | |
| 10 | Evaluation of metacognition and self-regulation skills. | |
| 11 | Evaluation of metacognition and self-regulation skills. | |
| 12 | Evaluation of metacognition and self-regulation skills. | |
| 13 | Evaluation of metacognition and self-regulation skills. | |
| 14 | Final |
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| Ders Notu | |
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| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ödev | 20 |
| 1. Kısa Sınav | 20 |
| 2. Kısa Sınav | 20 |
| 1. Ara Sınav | 40 |
| Toplam | 100 |
| 1. Final | 50 |
| 1. Yıl İçinin Başarıya | 50 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 14 | 2 | 28 |
| Hours for off-the-classroom study (Pre-study, practice) | 14 | 3 | 42 |
| Mid-terms | 1 | 3 | 3 |
| Quiz | 2 | 4 | 8 |
| Assignment | 1 | 3 | 3 |
| Final examination | 1 | 10 | 10 |
| Toplam İş Yükü | 94 | ||
| Toplam İş Yükü / 25 (Saat) | 3,76 | ||
| Dersin AKTS Kredisi | 4 | ||