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Course Description Course Name : Psychology of Learning Course Code : ESÇ202 Course Type : Optional Level of Course : First Cycle Year of Study : 2 Course Semester : Spring (16 Weeks) ECTS : 3 Name of Lecturer(s) : Assoc.Prof.Dr. FİLİZ YURTAL Learning Outcomes of the Course : Classifies the learning theories in general. Understands the difference between theories of learning, especially learning and behavioral descriptions. Understands the principles of classical learning theory. Understands how learning is based on the theory of classical learning. Mode of Delivery : Face-to-Face Prerequisites and Co-Prerequisites : FIELD OPTIONAL COURSES Recommended Optional Programme Components : None Aim(s) of Course : The aim of this course is teaching about the scope of the psychology of learning the basic concepts, theories, research methods and application areas to provide students with the basic knowledge gained. Course Contents : In this course students are provided with information on behavioral theory, cognitive theory, and social learning theory, three assumptions of the theory, concepts, principles and models are explained. Language of Instruction : Turkish Work Place : Department of Primary Classrooms   Course Outline /Schedule (Weekly) Planned Learning Activities Week Subject Student's Preliminary Work Learning Activities and Teaching Methods 1 Defining Learning Related Concepts None Lectures and presentations 2 Factors that Affect Learning reading Lectures, presentations and question-and-answer 3 Overview of Learning Theories reading Lectures and presentations 4 Behavioral Theories of Learning reading Lectures and presentations 5 classical Conditioning reading and homework Lectures, presentations and question-and-answer 6 operant Conditioning reading and homework Lectures, presentations and question-and-answer 7 Social Learning Theory reading and homework Lectures, presentations and question-and-answer 8 Mid-term exam Preparing for the exam written examination 9 Cognitive Learning Theories reading Lectures and presentations 10 Gestalt Theory of Learning reading and homework Lectures, presentations and question-and-answer 11 Information Processing Theory reading and homework Lectures, presentations and question-and-answer 12 Brain-based learning reading and homework Lectures, presentations and question-and-answer 13 Constructivist approach reading and homework Lectures, presentations and question-and-answer 14 Evaluate the learning theories reading and homework Lectures, presentations and question-and-answer 15 Evaluate the learning theories reading and homework Lectures, presentations and question-and-answer 16/17 Final Exam Preparing for the exam written examination   Required Course Resources Resource Type Resource Name Recommended Course Material(s)  1. Akman Yasemin ve Erden Münire (2001).Gelisim ve Öğrenme. Ankara: Arkadaş Yayınevi.  2. Arık, A. İ. (1995). Öğrenme Psikolojisine Giriş. İstanbul: DER yayınları  3. Bacanlı H. (2002). Gelişim ve Öğrenme. Ankara: Nobel Yayın Dağıtım.  4. Çelen, N. (1999). Öğrenme. Ankara: İmge Kitabevi  5. Domjan,M.(2003). The principles of learning and behavior (5th ed.). London: Wadsworth.  6. Domjan M. (2004). Koşullanma ve Öğrenmenin Temelleri (Çev: Hakan Çetinkaya). Ankara: TPD Yayınları.  7. Kılıçcı Y. (2000). Okulda Ruh Sağlığı. Ankara: Anı Yayıncılık.  8. Morris, C.G.(1996).Psikolojiyi Anlamak (Çev. Ed: Ayvaşık, B., ve Sayıl, M. - 2002). Ankara: TPD Yayınları.  9. Senemoğlu N. (2001). Gelişim ve Öğrenme. Ankara: Gazi Kitabevi.  10. Selçuk Z. (2001). Gelişim ve Öğrenme Psikolojisi. Ankara: Nobel Yayın Dağıtım.  11. Ulusoy A. (2002). Gelişim ve Öğrenme. Ankara. Anı Yayıncılık.  12. Yeşilyaprak Binnur- Editör (2002). Gelişim ve Öğrenme Psikolojisi. Ankara: Pegem A Yayıncılık. Required Course Material(s)  Internet sites and articles   Assessment Methods and Assessment Criteria Semester/Year Assessments Number Contribution Percentage     Mid-term Exams (Written, Oral, etc.) 1 60     Homeworks/Projects/Others 0 40 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 They use the methods to enrich empathy, critical and creative thinking, effective decision making compatible with humanistic values and problem solving skills. 3 2 They plan teaching-learning process noting students´ individual differences and the characteristics of the subject focus. 5 3 They develop original materials student-oriented instruction and use information technologies. 3 4 They avoid beiong mechanical in measurement and evaluation and use creative and elaborative forms to provide multiple development of the students. 4 5 They explain information production methods of Social Sciences. 0 6 The graduates of Social Studies Education explain basic notions of the Social Sciences. 1 7 They recognize the cultural structures of their own and other societies. They also evaluate reasons and outcomes of changes throughout history. 1 8 They define the location of their place on Earth. They evaluate social, political and economical effects of geographical location and the results of them. 0 9 They become aware of the importance of using natural sciences and arts to apprehend the Earth multidimentionally. They define their scientific, cultural, artistic and social needs and develop themselves continually. 0 10 They relate the disciplines that contribute to content of Social Studies lesson, applying the required specific instruction methods for the program. 0 11 They describe the applications to create democratic learning environment and make the classroom a real piece of life. 4 12 They communicate with their students and social environment in different cultures, they defend the fact that problems can be solved peacefully. 2 13 They recognize scientific basis of education. 4 14 They evaluate themselves in terms of their own professional qualifications. 3 15 They avoid discrimination and defend that living an honorable and human-rights convenient life is required for all humanity. 2 16 They become a citizen-teacher model. They struggle for a solution to current problems of the globe and their own environment as a participant member of the society. 2 17 They value self-confidence, braveness to question and power of changing. They want to study hard and take responsibility for achieving that goal. 3 18 They reach information sources and evaluate their learnings in a critical attitude. 3 19 They value life-long learning. 4 * 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) 13 2 26     Out of Class Study (Preliminary Work, Practice) 13 2 26 Assesment Related Works     Homeworks, Projects, Others 0 0 0     Mid-term Exams (Written, Oral, etc.) 1 10 10     Final Exam 1 10 10 Total Workload: 72 Total Workload / 25 (h): 2.88 ECTS Credit: 3