|
| Course Description |
|
| Course Name |
: |
Psychology of Learning |
|
| Course Code |
: |
RPD231 |
|
| Course Type |
: |
Compulsory |
|
| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
2 |
|
| Course Semester |
: |
Fall (16 Weeks) |
|
| ECTS |
: |
4 |
|
| Name of Lecturer(s) |
: |
Instructor İSMAİL SANBERK
|
|
| Learning Outcomes of the Course |
: |
1. Classifies learning theories in general.
2. Understand the difference between learning and behavioral definitions.
3. Defines the basic concepts and learning theories that are included in learning psychology.
4. Explains learning processes and concrete learning situations.
5. Compares the different learning models and theories.
6. Explains relational structures underslying the procedures of habituation, sensitization, Pavlovian and operant conditioning.
7. Describes the role of other processes on the relational learning and cognition.
|
|
| Mode of Delivery |
: |
Face-to-Face |
|
| Prerequisites and Co-Prerequisites |
: |
None |
|
| Recommended Optional Programme Components |
: |
None |
|
| Aim(s) of Course |
: |
To introduce students to the differences between learned and unlearned behavior. The primary focus will be on exploration of different kinds of learning, including classical conditioning, operant conditioning, and observational learning. In addition examining the cognitive and biological basis of learning is also among the the goals of this course. |
|
| Course Contents |
: |
Factors that influence learning, Behaviourism and Learning, Social-Cognitive Learning, Gestalt Psychology and Learning, Humanistic Psychology and Learning, Cognitive Psychology and Learning, Neuropsychology and Learning, Outcomes of Learning Theory, Intelligence and Learning Relationship, Learning Strategies and Styles |
|
| Language of Instruction |
: |
Turkish |
|
| Work Place |
: |
PDR-SÖB Classroom |
|
|
Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Introduction to Learning Psychology and basic concepts of Learning Psychology |
Senemoğlu, N. (2009). Development, Learning and Teaching. Pegem Akademi, Ankara. |
Lecture, discussion, brainstorming |
|
2 |
Factors that influence learning |
Schunk, D.H. (2009). Learning Theories. Pearson, Merill Prentice Hall. |
Lecture, discussion, brainstorming |
|
3 |
Behaviourism and Learning |
Domjan, M. (2004). Essentials of Conditioning and Learning. Wadsworth, Thomson Learning Company. |
Lecture, discussion, brainstorming |
|
4 |
Classical Conditioning Theory (Pavlov) |
Domjan, M. (2004). Essentials of Conditioning and Learning. Wadsworth, Thomson Learning Company. Alıcı, T. (2010). Scientific foundations of learning. Palme Yayıncılık, Ankara. |
Lecture, discussion, brainstorming |
|
5 |
Classical Conditioning Theory (Pavlov) |
Domjan, M. (2004). Essentials of Conditioning and Learning. Wadsworth, Thomson Learning Company. Alıcı, T. (2010). Scientific foundations of learning. Palme Yayıncılık, Ankara. |
Lecture, discussion, brainstorming |
|
6 |
Contiguity Theories (Watson and Guthrie) |
Senemoğlu, N. (2009). Development, Learning and Teaching. Pegem Akademi, Ankara. |
Lecture, discussion, brainstorming |
|
7 |
Mid-term exam |
exam preparation |
written examination |
|
8 |
Connectionism Theory (Thorndike) |
Senemoğlu, N. (2009). Development, Learning and Teaching. Pegem Akademi, Ankara. |
Lecture, discussion, brainstorming |
|
9 |
Purposive Behaviourism (Tolman) |
Senemoğlu, N. (2009). Development, Learning and Teaching. Pegem Akademi, Ankara. |
Lecture, discussion, brainstorming |
|
10 |
Operant Conditioning Theory (Skinner) |
Domjan, M. (2004). Essentials of Conditioning and Learning. Wadsworth, Thomson Learning Company. Senemoğlu, N. (2009). Development, Learning and Teaching. Pegem Akademi, Ankara. Alıcı, T. (2010). Scientific foundations of learning. Palme Yayıncılık, Ankara. |
Lecture, discussion, brainstorming |
|
11 |
Operant Conditioning Theory (Skinner) |
Domjan, M. (2004). Essentials of Conditioning and Learning. Wadsworth, Thomson Learning Company. Senemoğlu, N. (2009). Development, Learning and Teaching. Pegem Akademi, Ankara. Alıcı, T. (2010). Scientific foundations of learning. Palme Yayıncılık, Ankara. |
Lecture, discussion, brainstorming |
|
12 |
Social-Cognitive Learning (Bandura) |
Senemoğlu, N. (2009). Development, Learning and Teaching. Pegem Akademi, Ankara. Schunk, D.H. (2009). Learning Theories. Pearson, Merill Prentice Hall. |
Lecture, discussion, brainstorming |
|
13 |
Gestalt Psychology and Learning (Wertheimer, Kofka, Köhler) |
Senemoğlu, N. (2009). Development, Learning and Teaching. Pegem Akademi, Ankara. |
Lecture, discussion, brainstorming |
|
14 |
Information Processing Theory |
Schunk, D.H. (2009). Learning Theories. Pearson, Merill Prentice Hall. Senemoğlu, N. (2009). Development, Learning and Teaching. Pegem Akademi, Ankara. |
Lecture, discussion, brainstorming |
|
15 |
Neurobiologische Learning Theory |
Jensen E. (2004). Teachihng with the brain in mind. Nobel Kitabevi, İstanbul. |
Lecture, discussion, brainstorming |
|
16/17 |
final exam |
exam preparation |
written examination |
|
|
|
Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Jensen, E. (2006). Teaching with the brain in mind. Nobel Kitabevi, Ankara.
Senemoğlu, N. (2009). Development, Learning and Teaching. Pegem Akademi, Ankara.
Driscroll, M.P. (2012). Psychology of Learning and Teaching Processes. Anı Yayıncılık, Ankara.
Domjan, M. (2004). Essentials of Conditioning and Learning. Türk Psikologlar Derneği Yayınları, Ankara.
Schunk, D.H. Learning Theories. Nobel Yayınları, Ankara.
Alıcı, T. (2010). Scientific foundations of learning. Palme Yayıncılık, Ankara.
Çelen, N.H. Learning Psychology Theories. İmge Kitabevi, Ankara.
Arık, İ.A. (1995). Learning Psychology An Introdution. Der Yayınları, İstanbul.
Howe, M.J.A. (2001). Learning Psychology. Alfa Yayınevi, İstanbul.
|
| |
| Required Course Material(s) | |
|
|
|
Assessment Methods and Assessment Criteria |
|
Semester/Year Assessments |
Number |
Contribution Percentage |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
100 |
|
Homeworks/Projects/Others |
0 |
0 |
|
Total |
100 |
|
Rate of Semester/Year Assessments to Success |
40 |
| |
|
Final Assessments
|
100 |
|
Rate of Final Assessments to Success
|
60 |
|
Total |
100 |
|
|
| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Explains basic concepts and principals of Psychological Counseling and Guidance |
2 |
|
2 |
Explains the developmental characteristics of the individual and the factors that affect this development |
3 |
|
3 |
Examines and evaluates problems in educational environment and in everyday life from the point of philosophy, sociology and psychology |
3 |
|
4 |
Explains theories of personality, psychological counseling and learning |
5 |
|
5 |
Explains career development and career choice process |
1 |
|
6 |
Explains scientific research methods and techniques |
1 |
|
7 |
Explains how to begin and maintain psychological counseling and guidance process |
0 |
|
8 |
Explains psychological counseling and guidance practices appropriate for clients with different development and characteristics |
1 |
|
9 |
Explains classroom and behavior management approaches |
2 |
|
10 |
Formulates and evaluates psychological counseling and guidance programs |
2 |
|
11 |
Does guidance practices appropriate for different educational levels |
2 |
|
12 |
Acknowledges individuals with normal and abnormal characteristics |
3 |
|
13 |
Uses helping skills effectively in psychological counseling |
1 |
|
14 |
Takes the responsibility of his/her decisions about her/his life and career |
3 |
|
15 |
Develops insight and is open to learning and development |
3 |
|
16 |
Shows empathy and care towards people |
3 |
|
17 |
Uses effective communication skills in interpersonal relationships |
2 |
|
18 |
Acts colloboratively and cooperatively with her/his colleagues in work place |
2 |
|
19 |
Acts appropriately with professional ethical standarts |
0 |
|
20 |
In addition to professional development, develops himself/herself by identifying his/her needs in several areas such as science, culture, art and social in accordance with her/his ability and interest. |
0 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
|
|
| 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 |
|
Homeworks, Projects, Others |
0 |
0 |
0 |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
3 |
3 |
|
Final Exam |
1 |
7 |
7 |
|
Total Workload: | 94 |
| Total Workload / 25 (h): | 3.76 |
| ECTS Credit: | 4 |
|
|
|