1 COUNTRY REPORT OF TURKEY ON TECHNOLOGY EDUCATION: The Summary of the Database Within MODULAR TE Project Prof. Dr. H. Güçlü YAVUZCAN Gazi University

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COUNTRY REPORT OF TURKEY ON TECHNOLOGY COUNTRY REPORT OF TURKEY ON TECHNOLOGY EDUCATION: EDUCATION:

The Summary of the Database Within MODULAR The Summary of the Database Within MODULAR TE ProjectTE Project

Prof. Dr. H. Güçlü YAVUZCANProf. Dr. H. Güçlü YAVUZCAN

Gazi UniversityGazi University

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ContentContent• National Education System of Turkey

• Technology courses in general education

• Technology education teacher training system

• Current needs

Hazırlayan :

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General Structure of the Turkish Education General Structure of the Turkish Education SystemSystem

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Pre-School and PrimaryPre-School and Primary Education Education

The basic structure of the Turkish The basic structure of the Turkish National Education system consists of National Education system consists of mainly four steps as pre-school mainly four steps as pre-school education, primary education, secondary education, primary education, secondary education and higher education.education and higher education.

Pre-school education consists of non-Pre-school education consists of non-compulsory programs for children from compulsory programs for children from birth to the age of 72 months whereas birth to the age of 72 months whereas primary education is a compulsory 8 primary education is a compulsory 8 year program for all the children year program for all the children beginning from the age of 6. beginning from the age of 6.

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pre – school education

Primary school6 - 14

3 - 5

Sp

ecia

l e

duca

tion

sch

ool

s

Age

765

32

4

1

8

6

Secondary EducationSecondary Education

The secondary education system can be classified as The secondary education system can be classified as "General High Schools" and "Vocational and Technical "General High Schools" and "Vocational and Technical High Schools". High Schools".

General High Schools offer programs lasting at least General High Schools offer programs lasting at least three years and preparing students for higher three years and preparing students for higher education. Within the category of General High Schools; education. Within the category of General High Schools; sub categories exist as General High Schools, Foreign sub categories exist as General High Schools, Foreign Language High Schools, Anatolian High Schools, Language High Schools, Anatolian High Schools, Science High Schools, Anatolian Fine Arts High Schools, Science High Schools, Anatolian Fine Arts High Schools, Anatolian Teacher Preparation High Schools. Anatolian Teacher Preparation High Schools.

Vocational and Technical High Schools offer three-year Vocational and Technical High Schools offer three-year programs (vocational schools) or four-year programs programs (vocational schools) or four-year programs (technical schools). They prepare students for (technical schools). They prepare students for employment in various occupations, or for higher employment in various occupations, or for higher education. There are four main groups of high schools education. There are four main groups of high schools within this category as technical schools for boys, within this category as technical schools for boys, technical schools for girts, commerce and tourism technical schools for girts, commerce and tourism schools, and religious education schools.schools, and religious education schools.

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General and vocational - technical education15 9

Voc

atio

nal e

duca

tion

cent

er o

pen

high

sch

ool

non

form

al e

duca

tionM

atu

rati

on

vocational high school

16 - 19

10111213

technical high school

academic high school

general high school

Age

8

Higher EducationHigher Education Higher education is defined as all post-Higher education is defined as all post-

secondary programs with a duration of at secondary programs with a duration of at least two years. The system consists of least two years. The system consists of universities (state and foundation) and non-universities (state and foundation) and non-university institutions of higher education university institutions of higher education (police and military academies and colleges). (police and military academies and colleges).

Each university consists of faculties and Each university consists of faculties and four-year schools, offering bachelor's level four-year schools, offering bachelor's level programs, the latter with a vocational programs, the latter with a vocational emphasis, and two year vocational schools emphasis, and two year vocational schools offering pre-bachelor's (associate's) level offering pre-bachelor's (associate's) level programs of a strictly vocational nature. programs of a strictly vocational nature.

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higher education

19 +

Vocational higher

education schools

III

IIIIVFaculties of social sciences,

healthy sciences,educational sciences

open education

MSc.

preparatory school

Ph.D

Age

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Higher EducationHigher Education

Admission to higher education is based on a nation-Admission to higher education is based on a nation-wide Student Selection Examination (ÖSS). The wide Student Selection Examination (ÖSS). The examination is held every year and is administered by examination is held every year and is administered by the Student Selection and Placement Center (ÖSYM). the Student Selection and Placement Center (ÖSYM). Candidates gain access to higher education Candidates gain access to higher education institutions based on their composite scores consisting institutions based on their composite scores consisting of the scores of the selection examination as well as of the scores of the selection examination as well as their high school grade point averages.their high school grade point averages.

Standing with 2002-2003 academic year, the Standing with 2002-2003 academic year, the graduategraduatess of vocational and technical high school of vocational and technical high schoolss have thave thehe opportunityopportunity to be placed in two year to be placed in two year vocational schools with any entrance exams.vocational schools with any entrance exams.

The graduates of these two years vocational schools, The graduates of these two years vocational schools, can continue their education in four year programs, can continue their education in four year programs, based on the quotas available and their scores in based on the quotas available and their scores in vertical transfer examination.vertical transfer examination.

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General Philosophy of General Philosophy of Technology EducationTechnology Education

While technology is defined as the While technology is defined as the utilization of existing knowledge and utilization of existing knowledge and technique for producing goods or services; technique for producing goods or services; Technology Education (TE) is a method of Technology Education (TE) is a method of causing an individual who lives in a causing an individual who lives in a technological environment to gain the technological environment to gain the necessary knowledge, skills and behavioral necessary knowledge, skills and behavioral competencies. A student learns how to competencies. A student learns how to understand, use and control technology understand, use and control technology through TE.through TE.

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General Philosophy of General Philosophy of Technology EducationTechnology Education

The methods which are largely used in technology education The methods which are largely used in technology education throughout Europe include problem solving and project types. throughout Europe include problem solving and project types.

The approach in this education which orients a student towards The approach in this education which orients a student towards research, using information and finding appropriate solutions for research, using information and finding appropriate solutions for overcoming the problems faced, is to enable an individual to get overcoming the problems faced, is to enable an individual to get acquainted with surrounding technological possibilities and their acquainted with surrounding technological possibilities and their dimensions as well as to understand, utilize and develop them. dimensions as well as to understand, utilize and develop them.

Therefore, TE constitutes a dimension of vocational and technical Therefore, TE constitutes a dimension of vocational and technical education in general education. As a principal component of education in general education. As a principal component of general education, TE is not limited to a certain vocational field, general education, TE is not limited to a certain vocational field, on the contrary, it is much more comprehensive. on the contrary, it is much more comprehensive.

From this point of view, as an education type aiming at providing From this point of view, as an education type aiming at providing knowledge and skills of main basic technological processes of knowledge and skills of main basic technological processes of general character, TE shall be considered primarily within the general character, TE shall be considered primarily within the elementary education process in which common attitudes are elementary education process in which common attitudes are given to individual.given to individual.

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National Philosophy of National Philosophy of Technology EducationTechnology Education

In the report of “Turkish National Commission for In the report of “Turkish National Commission for Elementary Education” issued at 15th National Education Elementary Education” issued at 15th National Education Council it is stated that; TE is a natural outcome of the Council it is stated that; TE is a natural outcome of the necessity for furnishing the individuals with contemporary necessity for furnishing the individuals with contemporary knowledge and skills in order to enable them to keep up knowledge and skills in order to enable them to keep up with the social life which is gradually getting complicated with the social life which is gradually getting complicated due to rapid technological developments. due to rapid technological developments.

In this context, it is obvious that each individual shall be In this context, it is obvious that each individual shall be provided with a qualified basic education. In order to provided with a qualified basic education. In order to provide the required basic attitudes for the individuals of provide the required basic attitudes for the individuals of an industrializing society, TE has to be a main component an industrializing society, TE has to be a main component of elementary education program. Consequently, TE not of elementary education program. Consequently, TE not only furnishes the individual with basic skills parallel to only furnishes the individual with basic skills parallel to accumulated knowledge and skill level of the society, but accumulated knowledge and skill level of the society, but also undertakes the mission of providing abilities to the also undertakes the mission of providing abilities to the individual for getting acquainted with working life and for individual for getting acquainted with working life and for self-orienting towards vocational prospects.self-orienting towards vocational prospects.

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National Philosophy of National Philosophy of Technology EducationTechnology Education

In this sense, TE is one of the basic grades of transition In this sense, TE is one of the basic grades of transition to to vocational and technical educationvocational and technical education, because, , because, mainstream of vocational and technical education mainstream of vocational and technical education consists of three separate interdependent grades, consists of three separate interdependent grades, namely; technology education, preparatory vocational namely; technology education, preparatory vocational education and on-the-job training. education and on-the-job training.

Out of these three grades, TE takes place in education Out of these three grades, TE takes place in education programs of several developed countries with its programs of several developed countries with its features such as; helping the individual in getting features such as; helping the individual in getting acquainted with the working life before choosing acquainted with the working life before choosing vocation and in directing the individual towards a more vocation and in directing the individual towards a more conscious selection of vocation through acquiring a conscious selection of vocation through acquiring a number of fundamental attitudes in the fields of number of fundamental attitudes in the fields of vocations which he or she is interested in.vocations which he or she is interested in.

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Importance of Technology EducationImportance of Technology Education in the Elementary Schools of Turkeyin the Elementary Schools of Turkey

According to the 1990 census in Turkey; According to the 1990 census in Turkey;

The portion of the people remained as elementary The portion of the people remained as elementary and secondary school graduates is and secondary school graduates is 66.7%.66.7%.

The ratio of high school and identical level The ratio of high school and identical level graduates reaches up to graduates reaches up to 9.7%9.7% and the ratio of and the ratio of higher education graduates remains at higher education graduates remains at 3.8%.3.8%.

According to the another data derived from According to the another data derived from Ministry of National Education of Turkey; among Ministry of National Education of Turkey; among the age group of 25-64, the portion of people who the age group of 25-64, the portion of people who remained as elementary and secondary graduates remained as elementary and secondary graduates is approximately is approximately 86%86% in Turkey. in Turkey.

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Importance of Technology Importance of Technology Education in the Elementary Education in the Elementary

Schools of TurkeySchools of Turkey Under these circumstances, the main Under these circumstances, the main

direction in elementary school level of direction in elementary school level of Turkey should be towards in addition to Turkey should be towards in addition to preparing the individual for a higher preparing the individual for a higher education, preparing for life as well. education, preparing for life as well. Procedure of preparation for life Procedure of preparation for life suggests connectedness of academic suggests connectedness of academic accumulation with practicing; in other accumulation with practicing; in other words putting the emphasis on social words putting the emphasis on social and individual dimensions.and individual dimensions.

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Importance of Technology Importance of Technology Education in the Elementary Education in the Elementary

Schools of TurkeySchools of TurkeyIn the compulsory education period (first eight In the compulsory education period (first eight

years), three methods can be considered for the years), three methods can be considered for the development of technological skills of an individual. development of technological skills of an individual.

First method is to give the subjects regarding the First method is to give the subjects regarding the technological concepts whenever needed by technological concepts whenever needed by dispersing them into related courses; dispersing them into related courses;

Second method is to create independent course or Second method is to create independent course or courses for this objective; courses for this objective;

Third method is to consider a mixture of other two Third method is to consider a mixture of other two methods. methods.

Nevertheless in an application basis, these Nevertheless in an application basis, these approaches have been neither well understood nor approaches have been neither well understood nor well institutionalized in Turkey.well institutionalized in Turkey.

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Importance of Technology Importance of Technology Education in Elementary Schools Education in Elementary Schools

of Turkeyof Turkey Moreover, the activities that can be collected within Moreover, the activities that can be collected within

the context of Technology Education, have not been the context of Technology Education, have not been settled into an evident basis in terms of content. settled into an evident basis in terms of content.

Likewise from past to present, these activities have Likewise from past to present, these activities have been applied under different names and fields such been applied under different names and fields such as art, skill based works etc. as art, skill based works etc.

Particularly in the way towards “technology Particularly in the way towards “technology education” in elementary schools, the first education” in elementary schools, the first applications had no connection with integral applications had no connection with integral approach and have been tried to be given under the approach and have been tried to be given under the courses namely handicraft, housework, knowledge courses namely handicraft, housework, knowledge of work etc. of work etc.

The reasons of this attitude were to enable the The reasons of this attitude were to enable the individual to acquire manual skills and to furnish individual to acquire manual skills and to furnish him or her with the capability of artistic approach.him or her with the capability of artistic approach.

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Evolution of Technology Evolution of Technology Education in TurkeyEducation in Turkey

In Turkey, the concept of technology education has been included in the In Turkey, the concept of technology education has been included in the courses of the schools under different names and applications since 1910. courses of the schools under different names and applications since 1910.

1910 - 1910 - Handicrafts courseHandicrafts course in teacher training schools, in teacher training schools, 1930 – 1930 – “Science applications” course“Science applications” course integrated with Science courses, integrated with Science courses, 1940 – 1940 – « Village Institute » program« Village Institute » program that combines work and education, that combines work and education, 1949 – 1949 – “Work Knowledge” course“Work Knowledge” course in secondary school program, in secondary school program, 1968 – 1968 – Art-Work courseArt-Work course that combines work and arts, that combines work and arts, 1974 – Content extended 1974 – Content extended “Arts and Work Education ”“Arts and Work Education ” course (Arts and course (Arts and

crafts), crafts), 1981 – Compulsory 1981 – Compulsory “Work Education”“Work Education” course, course, 1991 – Current 1991 – Current “Work Education”“Work Education” programme developed for programme developed for

elementary and lower secondary schools. elementary and lower secondary schools. Since 2001 attempts towards the re-structuring the Work Education Since 2001 attempts towards the re-structuring the Work Education

programme under programme under Design and Design and Technology programme has Technology programme has been been started and the new course will be in due at the beginning of the started and the new course will be in due at the beginning of the school year 2005 / 2006school year 2005 / 2006

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““Work Education” Program Work Education” Program in due in due between between 19911991 - 2006 - 2006

In Germany and some other European countries, In Germany and some other European countries, the approach which anticipated the emphasis on the approach which anticipated the emphasis on practical skills and named as practical skills and named as ““industrial artsindustrial arts”” has has been gradually transformed into a form called been gradually transformed into a form called ““technology educationtechnology education”” by comprising by comprising technological processes and procedures in an technological processes and procedures in an integrative manner. integrative manner.

Reflection of this approach and applications has Reflection of this approach and applications has somewhat become evident in the context of somewhat become evident in the context of ““work work educationeducation”” courses of elementary and lower courses of elementary and lower secondary education in Turkey recently. However, secondary education in Turkey recently. However, there is still a great need for re-structuring the there is still a great need for re-structuring the course within the current needs.course within the current needs.

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Elementary and Lower Elementary and Lower Secondary Schools’ “Work Secondary Schools’ “Work

Education” ProgramEducation” Program the schools of Turkey, work education programme is the schools of Turkey, work education programme is

formed of sub-courses (sub-fields) such as; Work and formed of sub-courses (sub-fields) such as; Work and Techniques (Industrial Technology), Agriculture, Techniques (Industrial Technology), Agriculture, Commerce and Home Economics Commerce and Home Economics (this is called as (this is called as circling system). circling system). The whole content of the programme is The whole content of the programme is generally given by three different teachers.generally given by three different teachers.

Program consists of common chapters in the 4th and 5th Program consists of common chapters in the 4th and 5th classes of elementary school and the first semester of classes of elementary school and the first semester of 6th class.6th class.

Compact chapters are formed starting from second Compact chapters are formed starting from second semester of 6th class till second semester of 8th class; semester of 6th class till second semester of 8th class; while in second semester of 8th class, project studies while in second semester of 8th class, project studies are carried out. are carried out.

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In the Turkish Educational System, Work In the Turkish Educational System, Work Education course is established within a package Education course is established within a package unit (circling system) and includes 4 different sub-unit (circling system) and includes 4 different sub-

coursescourses

The sub-courses within the The sub-courses within the

current circling work education current circling work education programprogram

WORK EDUCATION

Work and techniques

Agriculture Business

Home economics

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Elementary and Lower Elementary and Lower Secondary Schools’ “Work Secondary Schools’ “Work

Education” ProgramEducation” Program The “Work Education”The “Work Education” Course was initiated in 1991 for Course was initiated in 1991 for 4 4

hours/weekhours/week in 4th and 5th classes of elementary schools in 4th and 5th classes of elementary schools and for and for 6 hours/week6 hours/week in 6th, 7th and 8th (lower in 6th, 7th and 8th (lower secondary school) classes. secondary school) classes.

However, 6 hours/week in the lower secondary schools However, 6 hours/week in the lower secondary schools was decreased to was decreased to 3 hours/week3 hours/week in 1994 and to in 1994 and to 2 hours/ 2 hours/ weekweek in 1997 because of the claims on lack of an in 1997 because of the claims on lack of an adequate quantity of hardware and of qualified personnel adequate quantity of hardware and of qualified personnel in the schools.in the schools.

Although it was increased to 3 hours/week in 1998, it Although it was increased to 3 hours/week in 1998, it diminished again to 2 hours/week in 2001diminished again to 2 hours/week in 2001. . While these While these arrangements have been carried out, there have not arrangements have been carried out, there have not been any modifications done on the objective and been any modifications done on the objective and orientation of the course.orientation of the course.

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““Work education” program Work education” program in elementary schoolsin elementary schools

In the work education course designed for In the work education course designed for the 4the 4thth and 5 and 5thth years of the elementary years of the elementary schools, the facilities of using materials schools, the facilities of using materials and tools that corresponds with the needs and tools that corresponds with the needs occurred during the mathematics, science, occurred during the mathematics, science, social sciences and language learning are social sciences and language learning are intensified. The pupils try to produce intensified. The pupils try to produce things that they projected in their minds. things that they projected in their minds. By this means some of intangible concepts By this means some of intangible concepts are converted into tangible objects. are converted into tangible objects.

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““Work education” programWork education” programin lower secondary schoolsin lower secondary schools

In the program which is developed for lower In the program which is developed for lower secondary schools, work education is considered secondary schools, work education is considered to be “a general education based on application to be “a general education based on application of learning” and emphasis is given to the of learning” and emphasis is given to the “inclusion of fundamental production processes “inclusion of fundamental production processes and skills”.and skills”.

The course aimed at both preparing the student The course aimed at both preparing the student for life and leading him or her towards adequate for life and leading him or her towards adequate programs for higher education. Thus, by programs for higher education. Thus, by improving individual’s interests and skills, improving individual’s interests and skills, contribution to the selection of appropriate contribution to the selection of appropriate vocation and working life is targeted. vocation and working life is targeted.

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““Work education” programWork education” programin lower secondary schoolsin lower secondary schools

In this context, main fields that constitute In this context, main fields that constitute source for chapters of work education are as source for chapters of work education are as follows: follows: Agriculture, mining, manufacturing, Agriculture, mining, manufacturing, construction, energy, commerce, construction, energy, commerce, transportation-communication, financial transportation-communication, financial organizations, family-housing, tourism and organizations, family-housing, tourism and health.health. As well as that, course chapters that As well as that, course chapters that are developed in accordance with these fields are developed in accordance with these fields have various dimensions such as have various dimensions such as design, design, materials, production, marketing, energy materials, production, marketing, energy saving, communication, management, health saving, communication, management, health (work safety, environmental health), social (work safety, environmental health), social effects and evaluation.effects and evaluation.

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DifficultiesDifficulties It is quite difficult to say that technology It is quite difficult to say that technology

education has been able to acquire required education has been able to acquire required position and weight in general education position and weight in general education (elementary and lower secondary education) (elementary and lower secondary education) from past to present even in latest platform of from past to present even in latest platform of “work education”“work education” course since 1991 course since 1991

Reasons that lie behind this situation are Reasons that lie behind this situation are mostly related with the factors such as mostly related with the factors such as lack of lack of approach and understandingapproach and understanding, , insufficiency of insufficiency of qualified human work powerqualified human work power, , lack of lack of equipment and sourcesequipment and sources, , inadequate physical inadequate physical conditionsconditions etc. that obstruct functioning and etc. that obstruct functioning and divert the content from the objectives. divert the content from the objectives.

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TECHNOLOGY EDUCATION or EQUIVALENT COURSES IN

GENERAL EDUCATION

CURRENT STATUS

Hazırlayan :

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TE IN GENERAL EDUCATIONIn Turkey, Technology Education is given at Primary School level

Full name of the course till 2006: Work Training Work and Technical Training

Full name of the course after 2006: Design and Technology

Age groups that the course are taught till 2006: 10 – 11 – 12 – 13 – 14

Age groups that the course are taught after 2006: 12 – 13 – 14

The content of the new “Design and Technology” Course will be explained in another session by Prof. Dr. Mahmut İzciler.

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TE IN GENERAL EDUCATION

Age:10

Full name of the course: Work Training (Work Education)Number of units: 4Hours/Week: 2Compulsory

Basic and specific aims of the course:Providing first stage-students in primary education with basic work knowledge and vocational information

Learning Fields:Energy, nutrition, formation and construction, horticulture

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Age 10

Names of the Units:

1. Work and Energy

2. What to eat and what to drink

3. Formation and Construction

4. Horticulture

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Age:11

Full name of the course: Work TrainingNumber of units: 6Hours/Week: 2Compulsory

Basic and specific aims of the course:Providing the students, passing from the first stage to the second stage in primary education, with information on basic work, economy, etc. and basic psychomotor.

Learning Fields:Environment and tourism, horticulture, forming and construction, nutrition, economy and energy

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Age 11

Names of the Units:

1. Work and energy 2. Meal Planning3. Incomes - Outcomes4. Tourism in our Environment5. Horticulture6. Formation and Construction

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Samples for applications :

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Age:12Full name of the course: Work and Technical TrainingNumber of units: 5Hours/Week: 2Compulsory

Basic and specific aims of the course:Causing students to gain knowledge and skills of basic works, materials, projects, products and production processes, providing guidance for the students and giving them technological information.

Learning Fields:Mass communication, transportation, history of the products, economical activities of human beings

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Age 12

Names of the Units:

1. Economic Activities of Human Being2. Products History3. Industrial Products4. Transportation5. Mass Communication6. Plastic Works

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Hazırlayan :

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Learning Fields:Wood works, technical drawing, simple electronic circuits, electric engines, simple electrical circuits and installation

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Age 13

Names of the Units:

1. Simple Electric Circuits and Electric Installations2. Electric Engines3. Simple Electronic Circuits4. Technical Drawing5. Cutting and Carving in Wood

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Learning Fields:Wood works, metal works, bind works, maintenance and repair

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Age 14

Names of the Units:

1. Joining in Woodworks2. Inlay Work3. Metal Works4. Joining Metals5. Bind Works6. Maintenance and Repair Works at Home and at School

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As mentioned before,

The course “Work Training and Work and Technical Training” has been removed from the general education program as of 2006-2007.

A new course “technology and design” with a different perspective will be put into practice as of next year. This course will be given at K 12, K 13 and K 14 of primary schools as a compulsory course.


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By the “technology and design course”, students;

observe the applications in home, school and industry, recognise and define the needs and conditions,

Be able to produce original ideas for designing suggestions, plan all details, and develop of realistic and applicable designs,

Prepare a plan includes informations and operations, determining the suitable resource, to establish a system and its environment,

Make evaluation about their design, compare their sytems and technological activities with the similar ones in different time periods and cultures

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TEACHER TRAINING

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The graduates of the following departments will be eligible to be nominated for teaching “Technology and Design” course that will be in the curricula as of 2006-2007 period:

a) Department of Industrial Technology Education

b) Department of Industrial Products Design (on the condition that the graduates obtain pedagogical formation after the graduation)

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Industrial Technology Industrial Technology Education ProgrammeEducation Programme

The Industrial Technology Education program is The Industrial Technology Education program is designed to prepare students for a teaching career designed to prepare students for a teaching career of “Technology and Design” course of “Technology and Design” course in in primary primary schoolsschools. The transformation to technology . The transformation to technology education continues to provide all students with education continues to provide all students with basic knowledge and skills needed for modern basic knowledge and skills needed for modern technology. Students are prepared to teach in the technology. Students are prepared to teach in the following areas: communication, construction, following areas: communication, construction, manufacturing, energy and transportation. manufacturing, energy and transportation. Technology Education is a hands-on program using Technology Education is a hands-on program using an investigative, design-and-construct, problem an investigative, design-and-construct, problem solving approach to teaching. Students study the solving approach to teaching. Students study the resources, systems, and products of technology. resources, systems, and products of technology. The curriculum is designed to allow students to The curriculum is designed to allow students to teach in a laboratory setting using modern teach in a laboratory setting using modern technological tools. technological tools.

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BACKGROUND of the TECHNOLOGY TEACHER TRAINING or EQUIVALENT PROGRAMS

Year of initialization:1974Name of the program in the year of the initialization: Industrial Arts Higher Teaching School

There have been 5 important modifications to the programme since the year of initialisation.

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Important Modifications of The Program

Modify date:1975Name after the modification: Industrial Arts Higher Teaching SchoolChanges in the content: The education program, prepared according to the changed conditions was put into practice for 3+1=4 years. Changes in the understanding, philosopy and outcomes: The 4th year of the program was prepared to meet the changed needs.

Modify date:1982Name after the modification: Technology Education DepartmentChanges in the content: "Industrial Arts Higher Education School of Teacher" was first included in the "Technical Education Faculty", then in the "Vocational Education Faculty" as the "Technology Education Department", within the structure of Gazi University.Changes in the understanding philosopy and outcomes: There was no change in the program.

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Modify date:1986Name after the modification: Industrial Technology EducationChanges in the content: Changes in the understanding philosopy and outcomes: Department of Technology Education and Work and Technical Education Teaching Program of Vocational Education Faculty of Gazi University were reorganized.

Modify date:1990Name after the modification: Industrial Arts EducationChanges in the content: Technology Education Department was reorganized; Work and Technical Education was changed as Industrial Arts major.

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Modify date:1993Name after the modifications: Industrial Technology EducationChanges in the content: Gazi University Industrial Arts Education Faculty, Technology Education Teaching Program was put into practice. Changes in the understanding philosopy and outcomes: Within this academic year students were admitted to Industrial Technology Education Department.

Hazırlayan :

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DEPARTMENT OF INDUSTRIAL TECHNOLOGY EDUCATIONInstitution: 1City: AnkaraTotal number of semesters or modules to complete the program: 8 semestersName of the institution: Gazi UniversityFull name of the program: Industrial Technology EducationMission statement: Raising teachers specialized in Technology Education field and technicians who are able to serve in different fields of industry with their basic engineering knowledge acquired.Specific aims: Raising teachers who are able to be tasked in technological courses applied at General Education level in the schools attached to the Ministry of National Education and who are able to establish the basic technology culture in the society.Program outcomes: Teachers for technological courses, technicians having the basic knowledge of engineering sciences.

Training teachers

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The Industrial Technology Education Program is the first and unique B.S. program to be established at Gazi University more than 20

years ago. Holding curriculum at B.S., M.S. and Ph.D. levels, the Department of

Industrial Technology Education provides common concepts of Industrial Technology Education and relevant practices as well as required subjects for the teaching career. Within this framework,

students are trained in multi-discipline conformity.

Current Status of Department of Industrial Technology Education

Training teachers

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Department of Industrial Technology Education

The Department offers a 4 year bachelor’s program. The Department offers a 4 year bachelor’s program. During this period, besides the general knowledge During this period, besides the general knowledge and and pedagogicalpedagogical formation courses, the main field formation courses, the main field courses are given in four different divisions as courses are given in four different divisions as mentioned below:mentioned below:

i)i) Division of Industrial Material Technology Education Division of Industrial Material Technology Education ii)ii) Division of Energy and Transport Technology Division of Energy and Transport Technology

EducationEducation iii)iii) Division of Electrics-Electronics and Division of Electrics-Electronics and

TTelecommunication Educationelecommunication Education iv)iv) Division of Drafting and Computer Aided Design Division of Drafting and Computer Aided Design

EducationEducation

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Field courses

154 credits

Pedagogical courses

32 credits

General courses

17 credits

For the whole duration (8 semesters) of the Undergraduate Education, the distribution of the

couses according to the fields are as follows:

Training teachers

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UNDERGRADUATE CURRICULUMUNDERGRADUATE CURRICULUM

1st year- 1st semester

Code Subject ECTS Credits

Comp/Opt

Lecture

Prac.

Tut.

TBL 101 Principles of Atatürk and History of Revolution I

2 Comp 28 - -

TBL 103 Turkish Language I 2 Comp 28 - -

TBL 105 Foreign Language I 2 Comp 28 - -

EBB 101 Introduction to Teaching Profession

3 Comp 42 - -

ENF 101 General Mathematics 3 Comp 42 - -

ETE 101 Electric Technology I 6 Comp 56 28 -

ETE 103 Technical Drawing 5 Comp 42 14 -

ETE 105 Static 3 Comp 28 - -

ETE 107 Electro-techniques 4 Comp 42 - -

Total 30

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UNDERGRADUATE UNDERGRADUATE CURRICULUMCURRICULUM

1st year- 2nd semester


Comp/Opt

Lecture Prac. Tut.

TBL 102 Principles of Atatürk and History of Revolution II

2 Comp 28 - -

TBL 104 Turkish Language II 2 Comp 28 - -

TBL 106 Foreign Language II 2 Comp 28 - -

TBL 108 Chemistry 2 Comp 28 - -

EBB 102 School Experience I 3 Comp 14 56 -

ENF 101 Application of Basic Information Technology

2 Comp 14 28 -

BİL 182 Statistics 2 Comp 28 - -

ETE 102 Electric Technology II 6 Comp 56 28 -

ETE 104 Basic Design Methods 3 Comp 28 - -

ETE 106 Dynamics 3 Comp 28 - -

ETE 108 Electrical Machinery 3 Comp 28 - -

Total 30

59


2nd year- 1st semester


Comp/Opt

Lecture Prac. Tut.

EBB 201 Development and Learning 4 Comp 42 - -

ENF 106 Basic Computer Sciences and C/C++ Programming Language

3 Comp 28 28 -

ETE 201 Professional Foreign Language I 3 Comp 42 - -

ETE 203 Electronic Technology I 6 Comp 56 28 -

ETE 205 Power and Energy Technology I 6 Comp 56 28 -

ETE 207 Vocational Drafting I 3 Comp 28 14 -

ETE 209 Material Science I 2 Comp 28 - -

ETE 211 Graphical Arts I 3 Comp 42 14 -

Total 30

60


2nd year- 2nd semester


Comp/Opt

Lecture Prac. Tut.

EBB 202 Instructional Planning and Evaluation 4 Comp 42 28 -

ETE 202 Professional Foreign Language II 3 Comp 42 - -

ETE 204 Electronic Technology II 6 Comp 56 28 -

ETE 206 Power and Energy Technology II 6 Comp 56 28 -

ETE 208 Vocational Drafting II 3 Comp 28 14 -

ETE 210 Machine Elements 2 Comp 28 - -

ETE 212 Material Science II 2 Comp 28 - -

ETE 214 Graphical Arts II 4 Comp 42 14 -

Total 30

61


3rd year- 1st semester


Comp/Opt

Lecture Prac. Tut.

EBB 301 Instructional Technologies and Material Development

4 Comp 28 28 -

ETE 301 Professional Foreign Language III 3 Comp 42 - -

ETE 303 Woodworking Technology I 6 Comp 56 28 -

ETE 305 Metalworking Technology I 6 Comp 56 28 -

ETE 307 Natural Energy Resources 4 Comp 42 - -

ETE 309 Computer Aided Design 5 Comp 28 28 -

İŞL 382 General Economics 2 Comp 28 - -

Total 30

62


3rd year- 2nd semester


Comp/Opt

Lecture

Prac. Tut.

EBB 302 Classroom Management 3 Comp 28 28 -

EBB 304 Special Instructional Methods I 3 Comp 28 28 -

ETE 302 Professional Foreign Language IV 3 Comp 42 - -

ETE 304 Woodworking Technology II 6 Comp 56 28 -

ETE 306 Metalworking Technology II 6 Comp 56 28 -

ETE 308 Computer Aided Manufacture 4 Comp 28 28 -

ETE 310 Ceramics Technology 3 Comp 42 14 -

ETE 312 Transport Technology 2 Comp 28 - -

Total 30

63


4th year- 1st semester


Comp/Opt

Lecture Prac. Tut.

EBB 401 School Experience II 3 Comp 14 56 -

EBB 403 Special Instructional Methods I 3 Comp 28 28 -

ETE 401 Professional Foreign Language V 3 Comp 42 - -

ETE 403 Industrial Research Methods 3 Comp 28 - -

ETE 405 Project Management 4 Comp 42 - -

ETE 407 Occupational Industrial Internship 2 Comp 28 - -

ETE 409 Constructional Technology I 4 Comp 28 14 -

ETE 411 Fluid Mechanics 2 Comp 28 - -

ETE 413 Communication Technology 2 Comp 28 - -

ETE 415 Organization/Management of Workshops 2 Comp 28 - -

ETE 417 Quality Control 2 Comp 28 - -

Total 30

64


4th year- 2nd semester


Comp/Opt

Lecture Prac. Tut.

EBB 402 Guidance 3 Comp 42 - -

EBB 404 Teacher Practices 6 Comp 28 84 -

ETE 402 Professional Foreign Language VI 3 Comp 42 - -

ETE 404 Industrial Design 6 Comp 56 28 -

ETE 406 Constructional Technology II 4 Comp 28 14 -

ETE 408 Graduation Thesis 2 Comp 28 - -

ETE 410 Plastics Technology 2 Comp 28 - -

ETE Elective Course 4 Opt 42 - -

Total 30

65


Elective CourseElective Course

ETE 412 Web Design and Applications ETE 412 Web Design and Applications ETE 414 Industrial ElectronicsETE 414 Industrial Electronics ETE 416 Automatic ControlETE 416 Automatic Control ETE 418 ClimatologyETE 418 Climatology ETE 420 Printing OffsetETE 420 Printing Offset ETE 422 Bobbing TechniqueETE 422 Bobbing Technique ETE 424 Furniture TechnologyETE 424 Furniture Technology ETE 426 Welding TechniquesETE 426 Welding Techniques ETE 428 Technology of PhotographyETE 428 Technology of Photography Total Total hours of hours of Study : 240 ECTS creditsStudy : 240 ECTS credits

66

Issues and Studies for New Issues and Studies for New ModificationModification

The total national credits of the program The total national credits of the program is rather high. Thus, a study has been is rather high. Thus, a study has been started for decreasing the credits of the started for decreasing the credits of the program. program.

As the pedagogical courses are fixed and As the pedagogical courses are fixed and determined by the Turkish Higher determined by the Turkish Higher education Council, we are not allowed to education Council, we are not allowed to make any modification for these courses. make any modification for these courses. Thus, the only possible way is to diminish Thus, the only possible way is to diminish or reduce the credit hours of the field or reduce the credit hours of the field courses. courses.

67

Issues and Studies for New Issues and Studies for New ModificationModification

The mentioned technology teacher training The mentioned technology teacher training program was mainly designed for raising Work program was mainly designed for raising Work Education (Work and Technical Education) Education (Work and Technical Education) teachers nationwide. However, as this course teachers nationwide. However, as this course has been removed from the National Education has been removed from the National Education Curricula and the new course “Technology and Curricula and the new course “Technology and Design” has been added; the general approach, Design” has been added; the general approach, mission and the curriculum of teacher mission and the curriculum of teacher education should be revised basing on the education should be revised basing on the understanding of the new course and the understanding of the new course and the design oriented courses should be increased.design oriented courses should be increased.

68

Thank youThank you

Documents

1 COUNTRY REPORT OF TURKEY ON TECHNOLOGY EDUCATION: The Summary of the Database Within MODULAR TE Project Prof. Dr. H. Güçlü YAVUZCAN Gazi University