2913 CLASSROOM EDUCATION PHD

GENERAL INFORMATION
In the Primary School Education Doctorate Program, the provisions of graduate Education-Teaching and Examination Regulations of the Institute of Education Sciences of Pamukkale University are implemented. The language of the program is Turkish; however, the students are expected to have a level of English to follow and understand foreign literature. The Ph.D. program includes three parts; taking course, comprehensive exam, and dissertation defense. The candidates will have to take and be successful in 240 AKTS hours of courses. After that they have to be pass comprehensive examination. Upon successfully completing the comprehensive exam, they will prepare their dissertation and successfully defend their dissertation with the guidance of a supervisor assigned by the program.

Objective
The doctoral program in Primary School Education prepares students for college and university teaching and research positions in Primary School Education. The primary goal of the doctorate program is to train academicians who have positive attitudes toward teaching, researching, and have necessary professional skills for their field. Graduates who completed this program are expected to be academicians who represent a true role model for their students in terms of their personal and professional life, to follow innovations in their fields, to maintain professional development and have effective communication skills. The program also aims to provide critical perspective which is about theories, research and assessment related to specific issues in education for learners.


Admission Requirements
First cycle degree, acceptable score on centralized graduate entrance exam, placement through local oral/written exam and certificate of English proficiency

Graduation Requirements
Graduates have to complete minimum 240 AKTS (at least 13 courses), have to pass comprehensive examination, and they have to succesfully defence their dissertation.

Career Opportunties
A successful student who has completed at least one semester in another institution / department of the university or another post-graduate program of another higher education institution may be admitted to the post-graduate programs by horizontal transfer. The conditions for acceptance by horizontal transfer are determined by the Senate.

Qualification Awarded
Classroom Educatıon Phd

Level of Qualification
Third Cycle (Doctorate Degree)

Recognition of Prior Learning
A successful student who has completed at least one semester in another institution / department of the university or another post-graduate program of another higher education institution may be admitted to the post-graduate programs by horizontal transfer. The conditions for acceptance by horizontal transfer are determined by the Senate.

Qualification Requirements and Regulations
Graduates have to complete minimum 240 AKTS (at least 13 courses), have to pass comprehensive examination, and they have to succesfully defence their dissertation.

Access to Further Studies
A student graduated with a good PhD Degree may carry on an academic carrier as a lecturer or post doctorate researcher.

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
 Prof. Dr. HÜSEYİN KIRAN+90 258 296 1130 hkiran@pau.edu.tr


PROGRAM LEARNING OUTCOMES
11 Has scientific and analytical thinking skills.
2 2 Knows and uses scientific research methods and techniques at a level that can carry out scientific research independently and / or cooperatively.
33 Presents his criticism and suggestions for primary school education programs in our country.
44 Compares and evaluates primary school education programs in Turkey and foreign primary education programs.
5 Students will be able to comprehend the principles of 5-class teacher training, make analyzes for the present and bring forward suggestions with examples from abroad.
66 Improves the knowledge and skills for using information and communication technologies in educational applications.
77 Uses the theoretical and practical knowledge at the level of expertise gained in the field of classroom education in real teaching environments, develops and deepens this knowledge.
88 Brings solutions to problems that require expertise in the field of classroom education by using quantitative and qualitative scientific research methods.
9 9 Transfers current developments and own studies in the field of classroom education to groups in and out of the field systematically by written, oral and visual means.
10 10 Develops new strategic approaches in complex situations that are not foreseen in applications in the field of classroom education, and takes responsibility by taking responsibility.
11 11 Develops strategy, policy and implementation plans on subjects related to classroom education and evaluates the results obtained within the framework of quality processes.
1212 Collects, interprets, reports and presents data related to the research area she/he is interested in in the field of classroom education
1313 She/he conducts her studies in the field of classroom education by considering social, scientific and ethical values.
14 14 Applies the knowledge and problem solving abilities assimilated in the field of classroom education in interdisciplinary studies.
1515 Following new developments in the field of classroom education, comments on national values ​​and country facts.
1616 Develops and applies original content for the training of researchers in the field of classroom education.
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
INFORMATION  02
SKILLS  01
SKILLS  02
SKILLS  03
SKILLS  04
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
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
COMPETENCIESLearning Competence 01
    

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

Learning Outcomes - Fields of Education Relation (Vocational)
No Records to Display

COURS STRUCTURE & ECTS CREDITS
Year :
Course Plan

1st Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
SNO 601 EĞİTİMDE NİCEL ARAŞTIRMA METODOLOJİSİ VE UYGULAMALARI 3+0 10 Compulsory
- Elective 3+0 10 Elective
- Elective 3+0 10 Elective
  Total 30  
1st Semester Elective Groups : Elective
Course CodeCourse TitleL+P HourECTSCourse Type
SNO 620 Educational Science Philosophy 3+010Elective
SNO 621 New Approaches in Classroom Management 3+010Elective
SNO 622 -Improving Thinking Skills in Primary School 3+010Elective
SNO 623 - 3+010Elective
SNO 624 Planning the Teaching Process: Theory and Practice 3+010Elective
SNO 625 Teaching Music with Orff Approach in Primary School 3+010Elective
SNO 626 Educational Policies and Practices in the world and Turkey 3+010Elective
SNO 627 New Approaches in Learning and Teaching Process 3+010Elective
SNO 628 Values and Character Education Applications in Children 3+010Elective
SNO 629 Contemporary Trends and Basic Problems in Early Literacy Education 3+010Elective
SNO 630 Planning the Teaching Process: Theory and Practice 3+010Elective
SNO 631 Science Teaching and Informal Applications 3+010Elective
SNO 632 - 3+010Elective
SNO 633 -Culture and Learning 3+010Elective
1st Semester Elective Groups : Elective

2nd Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
SNO 602 - 3+0 10 Compulsory
SNO 603 - 0+0 10 Compulsory
- Elective 3+0 10 Elective
  Total 30  
2nd Semester Elective Groups : Elective
Course CodeCourse TitleL+P HourECTSCourse Type
SNO 620 Educational Science Philosophy 3+010Elective
SNO 621 New Approaches in Classroom Management 3+010Elective
SNO 622 -Improving Thinking Skills in Primary School 3+010Elective
SNO 623 - 3+010Elective
SNO 624 Planning the Teaching Process: Theory and Practice 3+010Elective
SNO 625 Teaching Music with Orff Approach in Primary School 3+010Elective
SNO 626 Educational Policies and Practices in the world and Turkey 3+010Elective
SNO 627 New Approaches in Learning and Teaching Process 3+010Elective
SNO 628 Values and Character Education Applications in Children 3+010Elective
SNO 629 Contemporary Trends and Basic Problems in Early Literacy Education 3+010Elective
SNO 630 Planning the Teaching Process: Theory and Practice 3+010Elective
SNO 631 Science Teaching and Informal Applications 3+010Elective
SNO 632 - 3+010Elective
SNO 633 -Culture and Learning 3+010Elective

3rd Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
SNO 604 - 0+0 10 Compulsory
- Elective 3+0 10 Elective
- Elective 3+0 10 Elective
  Total 30  
3rd Semester Elective Groups : Elective
Course CodeCourse TitleL+P HourECTSCourse Type
SNO 620 Educational Science Philosophy 3+010Elective
SNO 621 New Approaches in Classroom Management 3+010Elective
SNO 622 -Improving Thinking Skills in Primary School 3+010Elective
SNO 623 - 3+010Elective
SNO 624 Planning the Teaching Process: Theory and Practice 3+010Elective
SNO 625 Teaching Music with Orff Approach in Primary School 3+010Elective
SNO 626 Educational Policies and Practices in the world and Turkey 3+010Elective
SNO 627 New Approaches in Learning and Teaching Process 3+010Elective
SNO 628 Values and Character Education Applications in Children 3+010Elective
SNO 629 Contemporary Trends and Basic Problems in Early Literacy Education 3+010Elective
SNO 630 Planning the Teaching Process: Theory and Practice 3+010Elective
SNO 631 Science Teaching and Informal Applications 3+010Elective
SNO 632 - 3+010Elective
SNO 633 -Culture and Learning 3+010Elective

4th Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
SNO 606 - 0+0 20 Compulsory
SNO 607 - 0+0 10 Compulsory
  Total 30  

5th Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
SNO 605 DOKTORA TEZİ 0+0 20 Compulsory
IKO 800 PHD EXPERTISE FIELD COURSES 8+0 10 Compulsory
  Total 30  

6th Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
SNO 605 DOKTORA TEZİ 0+0 20 Compulsory
IKO 800 PHD EXPERTISE FIELD COURSES 8+0 10 Compulsory
  Total 30  

7th Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
SNO 605 DOKTORA TEZİ 0+0 20 Compulsory
IKO 800 PHD EXPERTISE FIELD COURSES 8+0 10 Compulsory
  Total 30  

8th Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
SNO 605 DOKTORA TEZİ 0+0 20 Compulsory
IKO 800 PHD EXPERTISE FIELD COURSES 8+0 10 Compulsory
  Total 30  


COURSE & PROGRAM LEARNING OUTCOMES
Year : Compulsory Courses
Course TitleC/EPO 01PO 02PO 03PO 04PO 05PO 06PO 07PO 08PO 09PO 10PO 11PO 12PO 13PO 14PO 15PO 16
-C****************
DOKTORA TEZİC********* ** ***
EĞİTİMDE NİCEL ARAŞTIRMA METODOLOJİSİ VE UYGULAMALARIC                
GRADUATE COUNSELINGC                
PHD EXPERTISE FIELD COURSESC****** ** ******
Click to add elective courses...
Elective Courses
Course TitleC/EPO 01PO 02PO 03PO 04PO 05PO 06PO 07PO 08PO 09PO 10PO 11PO 12PO 13PO 14PO 15PO 16
-E****   *   * * 
Contemporary Trends and Basic Problems in Early Literacy EducationE************* **
-Culture and LearningE*****    **  * 
Educational Policies and Practices in the world and TurkeyE*** *     **** *
Educational Science PhilosophyE* **** *  *
-Improving Thinking Skills in Primary SchoolE* ***** * *   * 
New Approaches in Classroom ManagementE**    **     ***
New Approaches in Learning and Teaching ProcessE*     *      ***
New Approaches in Life and Social Studies EducationE      *  *    
-New Approaches in Mathematics Education in Primary SchoolsE* *   * *       
New Approaches in Music Education in Primary SchoolsE* *       
New Approaches in Primary Schools’ Physical Education and Game Teaching E* ** *  *
New Approaches in Science Education in Primary SchoolsE      * *    ***
-New Approaches in Turkish Teaching in Primary SchoolsE  
Planning the Teaching Process: Theory and PracticeE* * *********  *
Science Teaching and Informal ApplicationsE * *
Teaching Music with Orff Approach in Primary SchoolE*           
Values and Character Education Applications in ChildrenE**** *      ** *
L+P: Lecture and Practice
C: Compulsory
E: Elective
PQ: Program Learning Outcomes
TH [5]: Too High
H [4]: High
M [3]: Medium
L [2]: Low
TL [1]: Too Low
None [0]: None
FOE [0]: Field of Education
NQF-HETR : National Qualifications Framework For Higher Education in Turkey
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