| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | OÖE6002 | GAME-BASED LEARNING | Compulsory | 1 | 2 | 5 |
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| Level of Course Unit |
| Second Cycle |
| Objectives of the Course |
| The aim of this course is to understand the historical and cultural meaning of the game, to be informed about the game as a child's right, to be able to discuss the evolutionary and anthropological approach to the game, the psychoanalytic approach to the game, the psychological approach to the game, the developmental approach to the game and the new game theories, to comprehend the developmental features and contributions of the game, to learn the game as a learning tool. as a ?method? is to be able to use the child's work and play as an assessment tool. In addition, it is to be able to scientifically perceive games from the past, present and future, to increase the importance and value of the game and to do research to develop game theories. In addition, the importance of the education program with games is to program the game skills and make applications, to evaluate the program and the child by observing the game, to spread the scientific interest about the value of the game, to create the aim of the course. |
| Name of Lecturer(s) |
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| Learning Outcomes |
| 1 | Understands the historical and cultural meaning of the game | | 2 | Owns and defends the game as a child's right | | 3 | Learns game theories and discusses them in relation to classical and modern game theories | | 4 | Understands the developmental features and contributions of the game | | 5 | Develops methods for using the game as a learning tool | | 6 | Uses the game as an evaluation tool for the child and the program. |
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| Mode of Delivery |
| Formal Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| The historical and cultural meaning and development of the game, the evolutionary and anthropological perspective towards the game, the developmental and psychoanalytic perspective towards the game, the new game theories, game materials, play as a child's right, learning through play, learning through play practices, the program and the child assessment tool. game as |
| Weekly Detailed Course Contents |
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| 1 | Historical and cultural meaning and development of the game | | | | 2 | Approaches to the Game 1: The evolutionary and anthropological approach to the game | | | | 3 | Approaches to the Game 2: The psychoanalytic and psychological approach to the game | | | | 4 | Approaches to Game 3: Developmental approach to game and new game theories | | | | 5 | Developmental features and contributions of the game | | | | 6 | The effect of game materials on the game | | | | 7 | Play as a Child's Right | | | | 8 | As an evaluation tool; game | | | | 9 | Mid term exam | | | | 10 | The real meaning of the game; Is it just a game? Or is it learning through play?: The Disappearing Meaning of Play: Perceptions of Play | | | | 11 | As a Learning Tool; Play: Learning through play | | | | 12 | Evaluation of the program and the child by observing the game | | | | 13 | Method studies on the use of the game as a learning tool | | | | 14 | Application examples of educational program with games and using game skills in education program | | | | 15 | Final Exam | | |
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| Recommended or Required Reading |
| A.Pellegrini (2010) The Oxford Handbook of the Development of Play
A.Pellegrini ve P.Smith (2004). The Nature of Play: Great Apes and Humans
E. Wood (2005). Play, Learning and the Early Childhood Curriculum
K.H. Pasek ve R.M. Golinkoff (2008). A Mandate for Playful Learning in Preschool: Presenting the Evidence
D. Singer, R.M. Golinkoff, K.H. Pasek (2009). Play:Learning: How Play Motivates and Enhances Children's Gognitive and Social-Emotional Growth
V.G.Paley (2005): A Child's Work: The Importance of Fantasy Play
G. Gronlund (2010). Developmentally Appropriate Play: Guiding Young Children to A Higher Level.
Göncü, A. (2021). Oyunda Büyümek: Çocuk Gelişimi ve Eğitimine Sosyo Kültürel Bakış. Koç Üniversitesi Yayınları:192, 3. Baskı: İstanbul, Mayıs, 2022. |
| Planned Learning Activities and Teaching Methods |
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| Assessment Methods and Criteria | |
| SUM | 0 | |
| SUM | 0 | | Yarıyıl (Yıl) İçi Etkinlikleri | 50 | | Yarıyıl (Yıl) Sonu Etkinlikleri | 50 | | SUM | 100 |
| | Language of Instruction | | | Work Placement(s) | | None |
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| Workload Calculation |
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| Midterm Examination | 1 | 60 | 60 |
| Final Examination | 1 | 80 | 80 |
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| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | | LO2 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO3 | 5 | 4 | 5 | 5 | 5 | 5 | 5 | | LO4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO6 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
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| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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