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| Course Description |
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| Course Name |
: |
Psychology Of Education |
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| Course Code |
: |
MB 132 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
1 |
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| Course Semester |
: |
Spring (16 Weeks) |
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| ECTS |
: |
4 |
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| Name of Lecturer(s) |
: |
Asst.Prof.Dr. HABİBE ALDAĞ
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| Learning Outcomes of the Course |
: |
explains the properties of developmental stages and domains
explains the basic patterns of personality development
explains the Piaget´s cognitive developmental levels in terms of learning
interprets the Kohlberg´s moral development theory in terms of social change and learning
interprets the different perspectives on learning
gives examples of the interactions between individual differences and socio-cultural factors for learning
recommends realistic, feasible solutions to learning problems
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
To gain a theoretical, scientific and up-to-date perspective into the developmental, psychological, socio-cultural etc.factors effecting learning and teaching; reflecting this perspective upon their experiences or observed situations. |
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| Course Contents |
: |
Major concepts and principles about education psychology, Developmental Theories, Learning Theories, Learning Strategies and Instruction- Learning Styles, Socio-cultural theories. |
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
Classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
Science and educational psyhology |
Related readings |
Lecture, questions-answers, discussions |
|
2 |
The basic principles of educational and developmental psychology |
Related readings |
Lecture, questions-answers, discussions |
|
3 |
Developmental stages and domains |
Related readings |
Lecture, questions-answers, discussions |
|
4 |
Physical development, language development |
Related readings |
Lecture, questions-answers, discussions |
|
5 |
Cognitive development |
Related readings |
Lecture, questions-answers, discussions |
|
6 |
Personality development and stages |
Related readings |
Lecture, questions-answers, discussions |
|
7 |
Moral development |
Related readings |
Lecture, questions-answers, discussions |
|
8 |
Mid-term exam |
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Essay, Multiple-choice etc. |
|
9 |
Various theories of learning: behavioral, cognitive, socio-cultural |
Related readings |
Lecture, questions-answers, discussions |
|
10 |
Motivation |
Related readings |
Lecture, questions-answers, discussions |
|
11 |
Individual differences, socio-cultural context, development and learning interactions |
Related readings |
Lecture, questions-answers, discussions |
|
12 |
Problems of development and learning based on socio-cultural context I |
Related readings |
Lecture, questions-answers, discussions |
|
13 |
Problems of development and learning based on socio-cultural context II |
Related readings |
Lecture, questions-answers, discussions |
|
14 |
Problems of development and learning based on socio-cultural context III |
Related readings |
Lecture, questions-answers, discussions |
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15 |
Review and discussions |
Completion of readings and projects |
Lecture, questions-answers, discussions |
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16/17 |
FİNAL EXAM |
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Essay, Multiple-choice etc. |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Yeşilyaprak B. (2007) Eğitim Psikolojisi. Ankara: PegemA.
Senemoğlu, Nuray (1997). Gelim ve Öğrenme ve Öğretim: Kuramdan Uygulamaya. Ankara: Gönül Yayıncılık
Yıldırım, İ. (2008) Eğitim Psikolojisi, Anı yayıncılık.
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| |
| Required Course Material(s) | |
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
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Mid-term Exams (Written, Oral, etc.) |
1 |
80 |
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Homeworks/Projects/Others |
1 |
20 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
| |
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Final Assessments
|
100 |
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Rate of Final Assessments to Success
|
60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Utilize concepts and applications of scientific research and basic statistics, which are the basis of scientific thinking, for the conditions in the scope of the field and related fields. |
2 |
|
2 |
Explain sub-fields of instructional technologies and integral structure of its process and also its relation to the other fields. |
3 |
|
3 |
Put forward the complex structure of the problems related to learning and teaching for the given situations based on the knowledge of instructional technologies and related fields. |
4 |
|
4 |
Develop a plan, apply the plan and assess the results based on scientific view for the solution of the problems presented in the scope of the field or related fields. |
3 |
|
5 |
Put forward new products or processes on the basis of components of instructional technologies, computer science, for the related situations. |
1 |
|
6 |
Develop a personal proposal, a product or a group of processes for the solution of a problem related to the field as an indicator of the skills of working independently and taking responsibility. |
3 |
|
7 |
Take responsibility of an individual or group projects and accomplishing his/her undertaken missions. |
3 |
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8 |
Follow current problems and applications and determining information and skills to undertake learning missions for the following stage. |
3 |
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9 |
Explain the integral structure of instructional technologies and information technologies or computer science applications. |
1 |
|
10 |
Explain concepts that constitutes the basis for scientific thinking in the scope of the field and the related fields. |
3 |
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11 |
Apply the processes of analysis, design, development, and evaluation on the basis of knowledge of instructional technologies. |
2 |
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12 |
Utilize information technologies and computer science applications in order to create an effective and productive learning environment. |
2 |
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13 |
Apply the solution for the problem on the basis of scientific and ethical values when she/he confronts a learning problem. |
2 |
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14 |
Build a healthy communication with students, teachers, school administration, and the individuals in the study group. |
3 |
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15 |
Comprehend a foreign language in order to follow the international resources that can be utilized for the solution of problems related to the field. |
0 |
|
16 |
Take responsibilities for the distribution and dissemination of the developments in the field on local or national range. |
1 |
|
17 |
Act on the basis of scientific and ethical values in her/his works and also support preservation and learning of these values. |
2 |
|
18 |
Develop and evaluate strategic views on topic related to the future of the field. |
2 |
|
19 |
Transfer related progresses in other related fields to the field of instructional technologies. |
2 |
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20 |
Create and maintain a cooperative and productive working environment by developing an insight related to the behaviors of the shareholders. |
2 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
|
Class Time (Exam weeks are excluded) |
14 |
3 |
42 |
|
Out of Class Study (Preliminary Work, Practice) |
14 |
3 |
42 |
| Assesment Related Works |
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Homeworks, Projects, Others |
1 |
5 |
5 |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
10 |
10 |
|
Final Exam |
1 |
10 |
10 |
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Total Workload: | 109 |
| Total Workload / 25 (h): | 4.36 |
| ECTS Credit: | 4 |
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