TYPE OF COURSE UNIT	Elective Course
LEVEL OF COURSE UNIT	Bachelor's Degree
YEAR OF STUDY	-
SEMESTER	-
NUMBER OF ECTS CREDITS ALLOCATED	4
NAME OF LECTURER(S)	-
LEARNING OUTCOMES OF THE COURSE UNIT	At the end of this course, the students; 1) Defines the basic concepts of self-regulation 2) Discusses the purpose and importance of self-regulated learning in mathematics education 3) Defines and implements self-regulation strategies in mathematics teaching 4) Describes the characteristics of the classroom environment that supports self-regulation 5) Defines the metacognition and skills and strategies 6) Discusses the self-regulation skills that teachers should have 7) Discuss the self-regulation skills and evaluation methods
MODE OF DELIVERY	Face to face
PRE-REQUISITES OF THE COURSE	No
RECOMMENDED OPTIONAL PROGRAMME COMPONENT	No
COURSE DEFINITION	Students who take this course are expected to have knowledge about the concepts of self-regulation and metacognition, manage self-regulated learning processes, create classroom environments that support self-regulated learning and develop their own self-regulation skills. In this course; self-regulation and self-regulated learning processes; purpose and importance of self-regulated learning in mathematics education; characteristics of self-regulated learners and self-regulated learning strategies in mathematics teaching; classroom environments and teaching practices that support self-regulated learning; metacognition; self-regulation in teachers; evaluation of metacognition and self-regulation skills.
COURSE CONTENTS	WEEK TOPICS 1st Week Basic concepts of self-regulation 2nd Week The purpose and importance of self-regulated learning in mathematics education 3rd Week Characteristics of the self-regulated learner in mathematics teaching 4th Week Self-regulated learning strategies in mathematics teaching 5th Week Self-regulated learning strategies in mathematics teaching 6th Week Characteristics of classroom environments that support self-regulated learning 7th Week Characteristics of classroom environments that support self-regulated learning 8th Week Teaching practices that support self-regulated learning 9th Week Teaching practices that support self-regulated learning 10th Week Metacognition and metacognitive skills 11th Week Metacognition strategies 12th Week Self-regulation in teachers 13th Week Assessment of metacognition and self-regulation skills 14th Week Self-regulation in distance education
RECOMENDED OR REQUIRED READING	Çiltaş, A. (2011). Eğitimde öz-düzenleme öğretiminin önemi üzerine bir çalışma. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(5), 1-11. *Demir Atalay, T.& Aydın, S. (2015). Öz-Düzenlemeli Öğrenme (2.Baskı). Ankara: Pegem. (Turcademy erişimi var) *Paris, S. G., Winograd, P. (2001). The role of self-regulated learning in contextual teaching: Principles and practices for teacher preparation. *Puustinen, M., Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269-286.
PLANNED LEARNING ACTIVITIES AND TEACHING METHODS	Lecture,Discussion,Project
ASSESSMENT METHODS AND CRITERIA	Quantity Percentage(%) Mid-term 1 30 Assignment 7 20 Total(%) 50 Contribution of In-term Studies to Overall Grade(%) 50 Contribution of Final Examination to Overall Grade(%) 50 Total(%) 100
ECTS WORKLOAD	Activities Number Hours Workload Midterm exam 1 1 1 Preparation for Quiz Individual or group work 14 2 28 Preparation for Final exam 1 18 18 Course hours 14 2 28 Preparation for Midterm exam 1 10 10 Laboratory (including preparation) Final exam 1 1 1 Homework 7 5 35 Total Workload 121 Total Workload / 30 4,03 ECTS Credits of the Course 4
LANGUAGE OF INSTRUCTION	Turkish
WORK PLACEMENT(S)	No