115 SOCIAL STUDIES EDUCATION

GENERAL INFORMATION
History education subdepartment of the department of social sciences education within the Faculty of Education was established in 1994 to educate history teachers. As a result of restructuring faculty of education in 1998-1999 academic year, this program was transformed to social studies education subdepartment within the department of elementary education. Social studies education subdepartment started normal educational program with 56 students in 1998. Second education program in social studies education subdepartment establishment in 2004-2005 academic year. Social studies education subdepartment had its first graduates in 2002 and since then this program has gruduated an average of 130 teachers to the society who are serving in different regions in Turkey. Social studies teaching subdepartment curriculum consists of 142 credit compulsory courses and 14 credit elective courses, a total of 156 credit hour courses. The program consists of eight semesters and lasts four years. It is required to pass all the courses with a minumum C1 (2.30) GPA to graduate from the program as stated in Pamukkale University’s undergraduate program guidance (2009-2010). The language of instruction of social studies education subdepartment is Turkish. In Social studies teaching subdepartment has 3 associate professors,4 assistant professors, 2 lecturers and 4 research assitants.

Objective
The purpose of Social Studies Education Subdepartment of Faculty of Education in Pamukkale University is to provide our country with high quality teachers that are needed to support new scientific development to contribute to our society. The goal of the sub-department is to educate students as devoted teachers, who are scientifically oriented, keen on researching, and continuously improving themselves, and to educate individuals as conscious citizens. The aims of scientific studies in this program are to follow the innovations in the field of social studies subdepartment, to search for solutions to problems and to increase the quality of education.


Admission Requirements
To take a nation wide university entrance exam carried out by OSYM and get necessary points, after that to fill the university preference form and then to be placed in this program by OSYM.

Graduation Requirements
Social studies teaching subdepartment curriculum consists of 142 credit hour compulsory courses and 14 credit hour elective courses, a total of 156 credit hour courses. The program consists of eight semesters and lasts four years. It is required to pass all the courses with a minumum C1 (2.30) GPA to graduate from the program as stated in Pamukkale University’s undergraduate program guidance (2009-2010).

Career Opportunties
The graduates can work as social studies teachers at state and private schools. They can also work for private courses.

Qualification Awarded
Social Studies Education

Level of Qualification
First Cycle (Bachelor's Degree)

Recognition of Prior Learning


Qualification Requirements and Regulations
Social studies teaching subdepartment curriculum consists of 142 credit hour compulsory courses and 14 credit hour elective courses, a total of 156 credit hour courses. The program consists of eight semesters and lasts four years. It is required to pass all the courses with a minumum C1 (2.30) GPA to graduate from the program as stated in Pamukkale University’s undergraduate program guidance (2009-2010).

Access to Further Studies
Candidates who have successfully completed their undergraduate studies can study in post-graduate programs provided that they receive valid grades from ALES and have sufficient knowledge of English.

Mode of Study
Full Time

Examination Regulations, Assessment and Grading
Measurement and evaluation methods that is applied for each course, is detailed in "Course Structure&ECTS Credits".

Contact (Programme Director or Equivalent)
PositionName SurnamePhoneFaxE-Mail
HEAD OF DEPARTMENT Prof. Dr. NURETTİN ÖZTÜRK+90 258 296 1015 nozturk@pau.edu.tr
DEPUTY HEAD OF DEPARTMENT Assoc. Prof. Dr. GÖKHAN ÇETİNKAYA+90 258 296 1020 gokhanc@pau.edu.tr
DEPUTY HEAD OF DEPARTMENT Assoc. Prof. Dr. YASİN DOĞAN+90 258 296 1069 yasind@pau.edu.tr


PROGRAM LEARNING OUTCOMES
1To use effectively teaching / learning skills in the field of social studies education.
2To apply what they learn about advanced research methods.
3To use information technologies in the process of teaching.
4To be determined to follow national and international scientific studies in the field of social studies education.
5To use theories of learning and teaching in their special fields for their learning-teaching process.
6To use effectively verbal and written communication in social life.
7To use effectively the knowledge and skills of social responsibility and ethical behavior.
8To execute studies related to the democracy, human rights and citizenship.
9To take responsibility for administrative tasks relating to their specialty area.
10To be willing to participate in all social activities.
11To conduct original research in their field.
12To benefit from the environment, institutions and organizations in the process of teaching.
13To show the ability to bring their own solutions to problems faced in their field.
14To carry out an independent and collaborative studies in their field.
TEACHING & LEARNING METHODS
NameComments
LecturingLecturing is one of the methods that come first, where the teacher is in the center. It is a method where the teacher actively describes topics and the students are passive listeners. With this method, lesson proceeds in the form of report, description and explanation.
DebateDepending on the situation, debate is a tool that allows all students, or a specific portion of the class to participate in the lesson. In this method, members of the group discuss a topic by addressing the various points of view and discuss alternative opinions about problem-solving.
DemonstrationIn this method the teacher demonstrates, an experiment, test, in front of the class. And then assists students to do so too. Students learn not only by just by looking and watching, but also by taking part and participating. This method is usually applied when teaching skills.
Case Study Case studies require students to actively participate while using an analytical perspective to think about real and problematic events. The problematic event may be real or very close to real life. Student(s) working on the documents that include the necessary data and descriptions of the
Problem SolvingThe name given to any doubt or ambiguity that arises is, a problem. Problems which usually have a role in human life, that have preventing or annoying aspects are solved by considering the stages of scientific methods. (a) Problems are determined. (b) The problem is identified. 
Cooperative LearningCooperative Learning is; a kind of learning that is based on the students working together for a common purpose. Children with different skills come together in heterogeneous groups to learn by helping each other. Students gain experiences such as becoming aware of the unity
PerformanceIn this method, the teacher performs activities such as experiments and demonstrations in front of the class, students try to learn by looking and watching. This method is usually applied where there are limited facilities and in dealing with dangerous experimental situations.
Questions –AnswersThe different types of Questions used (associative, differential, assessment, requesting information, motivating, and brainstorming) although students get in to more active positions during the process; the method is teacher-centered. If possible Questions, that serve a purpose and
Concept MapsExpress a relation network, based on figures, graphics and words propositions and principles. It enables visual learning. These steps are followed: 1) Concepts about the subjects to be taught are listed. 2) The name of the subject that will be taught is written at the top.3) Relations between
Learning Stations Is a student –centered method in which the whole class contributes to each stage and with this contribution, progress further to the next level in learning than the previous group. With the station method groups of 3-5 students are made up in classes. Each group is assigned a station chief,
Meaning Analysis ChartsThe Meaning Analysis Charts is a method that allows students to participate actively in class. Students learn by working on a two-dimensional table. For example, if in one dimension there are animals and in the other dimension food is shown, students have the opportunity to learn by
Concept CaricaturesCreates opportunities to learn and discuss by caricaturizing and representing information about concepts in a thought-provoking way that can lead to debates. Generally Concepts Caricatures draw attention and create opportunities to think by giving information in a contradicting
Cooperative LearningCooperative Learning is; a kind of learning that is based on students working together for a common purpose. Children with different skills come together in heterogeneous groups and learn by helping each other. Students gain experiences such as becoming aware of the unity within the
Micro-Teaching Although this method aims to produce prospective teachers’ who have adopted the role in which they undertake and apply in the classroom, it can also be applied in different areas. It makes it possible to carry certain skills to the learning environment by using video and audio recording
Scenario-based teaching Although it is similar to the Case Study method, there is a fictional approach in the scenario. The subject can be presented by inserting it in to a fiction and can also lead the student’s to producing their own scenarios.
Simulation Expresses situations where in real life learning is dangerous, difficult to reach and expensive and where students work on models which are very similar to the real thing. For example, before airplane pilots and astronauts embark their aircrafts and spacecrafts, they perform applications
Role Playing Role-playing is a learning way which helps students to express their own feelings and thoughts by playing the role of other personalities. It is necessary that students use creative thinking to succeed. Students put themselves in someone’s place by purifying themselves from their actual
Drama Drama is a method in which students learn a skill or situation by reenacting in front of the class. As well as gaining knowledge by experience, it has important effects on the development of verbal expression and socialization. It enables us to bring up individuals who are creative, productive,
ProjectProject-based learning is a learning way which leads students to deal with interesting problems and to create extraordinary products at the end of this. It allows students to use their creativity and it requires them to look at events perceptively.
Technical TourIs a method that takes learning to the out of the classroom. It is a method that provides students to make direct observations and to gain information by taking them to places, such as factories, museums, libraries, various government agencies, mountains, forests, lakes, parks and gardens.
Observation Although we generally get information related to the nature through observations, the Observation method can also be used for other situations and under other conditions. We try to reach certain generalizations by thinking about our findings which we gather from our observations.
Testing Means reaching results by using various information with certain mechanisms, which are set up to imitate natural events in artificial environments and to have students take a certain topics and applying them to reach certain aims/objectives. Nature researchers, scientists, and educators
InterviewThis is when the teacher brings in (writers, artists, designers, writers, illustrators, etc.) because he/she is not equipped with the adequate facilities to do with certain issues or situations. It is a technique that triggers the senses of students. In some cases, students interview certain people
Programmed InstructionAt its basis lays the Individualization of instruction. Programmed instruction is an individual teaching technique, guided by the reinforcement principles of Skinner. Its Basic principles are: the principle of small steps, the principle of effective participation, the achievement principle, the
Teaching with Analogy / MetaphorsIs a way for learning, which compares abstract issues and concepts with concrete objects.
DebateDebate is a type of discussion on a topic in compliance with certain rules and procedures. Debate, is two groups of students in either twos or threes, putting forward points, which are for or against an idea, proposal, point, action or recommendation.  The aim is to discuss topic ideas that
Six Hat ThinkingThe Six hat thinking technique, is based on looking at a topic from different angles. Individuals learn to, develop the ability to face events from different points of view and to improve their empathizing skills. Because thoughts are looked upon from of every aspect, issues raised can be
The opposite panelIs one of the two groups just asking the question, while another assumes the role of responder. With this technique it is possible to repeat / revise issues that have already been processed. The Class is divided into two. Half is located within the group for asking questions and half for 
Group 66In This technique, six-person groups are created in the classroom focusing student's attention and attracting interest by introducing a concept or problem. It gets its Name form, the 6 minutes given to a topic to be discussed by a group of 6. Group size can vary depending on the number of
Vision Development This technique is not all the students in small groups, but all students participating in a study as a class. It is a discussion technique, used to teach students to respect others views and improve their vision, when thinking about conflicting points of view. Topics with apparent contradictions 
Brainstorming Brainstorming is a group work process that has been regulated to reach solutions for a problem without limitations or evaluation. The purpose of brainstorming is to make it easier for students to express themselves and to generate ideas. This technique is used as a high-level discussion

Learning Outcomes - NQF-HETR Relation
NQF-HETR CategoryNQF-HETR Sub-CategoryNQF-HETRLearning Outcomes
INFORMATION  01
SKILLS  01
SKILLS  02
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
COMPETENCIESCommunication and Social Competence 04
COMPETENCIESCommunication and Social Competence 05
COMPETENCIESCompetence to Work Independently and Take Responsibility 01
COMPETENCIESCompetence to Work Independently and Take Responsibility 02
COMPETENCIESCompetence to Work Independently and Take Responsibility 03
COMPETENCIESField Specific Competencies 01
COMPETENCIESField Specific Competencies 02
COMPETENCIESLearning Competence 01
COMPETENCIESLearning Competence 02
COMPETENCIESLearning Competence 03
    

Learning Outcomes - Fields of Education Relation (Academic)
FOE CategoryFOE Sub-CategoryFOELearning Outcomes
INFORMATION  01
INFORMATION  02
INFORMATION  03
INFORMATION  04
INFORMATION  05
INFORMATION  06
SKILLS  01
SKILLS  02
SKILLS  03
SKILLS  04
SKILLS  05
SKILLS  06
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
COMPETENCIESCommunication and Social Competence 04
COMPETENCIESCommunication and Social Competence 05
COMPETENCIESCommunication and Social Competence 06
COMPETENCIESCommunication and Social Competence 07
COMPETENCIESCommunication and Social Competence 08
COMPETENCIESCompetence to Work Independently and Take Responsibility 01
COMPETENCIESCompetence to Work Independently and Take Responsibility 02
COMPETENCIESCompetence to Work Independently and Take Responsibility 03
COMPETENCIESField Specific Competencies 01
COMPETENCIESField Specific Competencies 02
COMPETENCIESField Specific Competencies 03
COMPETENCIESField Specific Competencies 04
COMPETENCIESField Specific Competencies 05
COMPETENCIESField Specific Competencies 06
COMPETENCIESField Specific Competencies 07
COMPETENCIESLearning Competence 01
COMPETENCIESLearning Competence 02
COMPETENCIESLearning Competence 03
COMPETENCIESLearning Competence 04