| Course Description |
|
| Course Name |
: |
Education Psychology |
|
| Course Code |
: |
MB 102 |
|
| Course Type |
: |
Compulsory |
|
| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
1 |
|
| Course Semester |
: |
Spring (16 Weeks) |
|
| ECTS |
: |
3 |
|
| Name of Lecturer(s) |
: |
|
|
| Learning Outcomes of the Course |
: |
Explain the basic notions about education psychology
Write,explain,specify how physical,mental,sentimental and ethic development in periods of evolution until adulthood occur
Explain transformations in various domains of evolution with ages by giving examples
Explain how the domains of evolution affect each other
Write,explain,specify factors which affect learning
Explain principles of classic and effective conditioning by comparing them with each other
Explain principles of learning by observing
Explain cognitive process in Data Processing Theory
|
|
| Mode of Delivery |
: |
Face-to-Face |
|
| Prerequisites and Co-Prerequisites |
: |
None |
|
| Recommended Optional Programme Components |
: |
None |
|
| Aim(s) of Course |
: |
This course aims to inform students about education psychology and how to use it in their jobs |
|
| Course Contents |
: |
Understanding the development and learning education psychology |
|
| Language of Instruction |
: |
Turkish |
|
| Work Place |
: |
Classrooms |
|
|
Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Introduction and Basic concepts |
Reading related resource |
Presentation and discussion |
|
2 |
General overview of learning theories |
Reading related resource |
Presentation and discussion |
|
3 |
Classical conditioning |
Reading related resource |
Presentation and discussion |
|
4 |
Operant conditioning |
Reading related resource |
Presentation and discussion |
|
5 |
The law of Juxtaposition |
Reading related resource |
Presentation and discussion |
|
6 |
Thorndike and Law of connection |
Reading related resource |
Presentation and discussion |
|
7 |
Tollman and expectation principle |
Reading related resource |
Presentation and discussion |
|
8 |
Mid-term exam |
|
|
|
9 |
Bandura and social learning theory |
Reading related resource |
Presentation and discussion |
|
10 |
Gestalt |
Reading related resource |
Presentation and discussion |
|
11 |
Information Processing and Neurophysiological theory |
Reading related resource |
Presentation and discussion |
|
12 |
Cognitive Constructivism |
Reading related resource |
Presentation and discussion |
|
13 |
Soio-cultural Theory |
Reading related resource |
Presentation and discussion |
|
14 |
The realtionship between learning and development |
Reading related resource |
Presentation and discussion |
|
15 |
General overview |
Reading related resource |
Presentation and discussion |
|
16/17 |
Final exam |
|
|
|
|
| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Understands the characterictics of the development of students at primary and secondary schools |
5 |
|
2 |
Defines basic terms and principles of linguistics, French linguistics and foreign language education. |
0 |
|
3 |
Evaluates French teaching and related developments from different aspects by using scientific methods and techniques. |
0 |
|
4 |
Describes the cultural factors that may affect French teaching comparatively |
0 |
|
5 |
Describes the field and funtions of French as a foreign language. |
0 |
|
6 |
Describes the methods of scientific data production in foreign langıage education |
0 |
|
7 |
Describes the French Language Education Programme and the methods, strategies and techniques used within this programme. |
0 |
|
8 |
Describes the applications related to active communication with students. |
4 |
|
9 |
Uses appropriate methods and techniques for the development of students´ creative thinking and problem solving skills. |
2 |
|
10 |
Plans teaching and learning process considering individual differences and subject fields. |
4 |
|
11 |
Uses information Technologies effectively in both teaching planning and learning process. |
1 |
|
12 |
Uses methods and techniques efficiently required for student centered education considering students´ individual and cultural differences. |
5 |
|
13 |
Observes students´ progress by using different assessment and evaluation methods and techniques. |
0 |
|
14 |
Takesresponsibility individually or within a group to solve problems confronted in French language. |
0 |
|
15 |
Becomes a sensitive citizen towards school, society and world problems. |
0 |
|
16 |
Evaluates gathered information with a critical attitude by obtaining self-learning skills. |
2 |
|
17 |
Has a good communication with his/her students, collegues, school management and families. |
4 |
|
18 |
Uses information and communication technologies related to French language education effectively. |
0 |
|
19 |
Thinks about proficiency in French teaching and attempt for continuous development. |
0 |
|
20 |
Analyzes by following latest innovations in the field of French language education in his/her close environment, country and the world. |
0 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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