Course Language:
İngilizce
Courses given by:
Course Objectives:
The course will introduce the foundational principles of educational psychology and their application for the purpose of enhancing classroom practice.
Course Content:
The course content includes learning theories associated with motivation, instruction and learning. This course focuses upon behaviorist, constructivist, and social leaning theories with a particular emphasis upon instructional implications in classroom applications.
Course Methodology:
1: Lecture, 2: Question-Answer, 3: Discussion, 9: Simulation, 12: Case Study
Course Evaluation Methods:
1. Written exam, 2. multiple-choice test, 3. Space-filling, 4. Right-Wrong type, 5. Oral examination, 6. Portfolio
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes |
Program Outcomes
|
Teaching
Methods |
Assessment Methods | |
| Students will be able to explain the terms related with the theories of learning and instruction | 6 | 1 |
1, 2
|
|
| Students will be able to interpret the relationships between the learning theories and instructional approaches | 6 | 1,5 | 1, 2 | |
| Students will be explain learning processes and role of the learner in terms of learning theories | 6 | 4,5 | 1, 2 | |
| Students will be understand role of the teacher in terms of learning theories. | 6 | 3, 5 | 1, 2 | |
| Students will be explain relationship between motivation and learning. |
|
6 | 4,5 | 1, 2 |
| Students will be explain relationship between student needs and different instructional models | 6 | 3,5 | 1, 2 |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Introduction | |
| 2 | Basic concepts of learning and instruction | |
| 3 | Behaviorism: Connectionism, Classical and Operant Conditing | |
| 4 | Behaviorism: Instructional Applications | |
| 5 | Social Cognitive Theory: Conceptional Framework | |
| 6 | Social Cognitive Theory: Instructional Applications | |
| 7 | Midterm | |
| 8 | Information Processing Theory: Memory model, Attention and Perception | |
| 9 | Information Processing Theory: Instructional Applications | |
| 10 | Constructivism: Assumptions and Perceptives | |
| 11 | Constructivism: Instructional Applications | |
| 12 | Neuroscinence of Learning | |
| 13 | Brain Based Instructional Practices | |
| 14 | Learning Styles and In structional practices | |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook | Dale Schunk,Learning Theories:An Educational Perspective.Pearson Publishing |
| Additional Resources | Joyce, Weil and Models of Teaching Pearson Publishing |
Material Sharing
| MATERIAL SHARING | |
| Documents | |
| Assignments | |
| Exams | |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Assignment | 1 | 30 |
| Mid-terms | 1 | 30 |
| Final | 1 | 40 |
| Total | 100 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 40 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 60 | |
| Total | 100 | |
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | ||||||
| No | Program Learning Outcomes | Contribution | ||||
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Having knowledge of past, basic though and principles of the PCG, and implementing PCG | X | ||||
| 2 | Comprehending meaning and importance of the coordination, consultation/consulting and supervision in the PCG field, and implementing them | X | ||||
| 3 | Having knowledge of ethical rules accepted by national and international PCG associations, and implementing them | X | ||||
| 4 | Learning to accept everyone as they are / with all kind of features by the multicultural approach | X | ||||
| 5 | Learning theories/information about cultural awareness, cultural social justice, solution of conflicts, and other cultural behaviors; for development and health of human soul, mind and body, and implementing them | X | ||||
| 6 | Learning theories related to the development, learning and personality development so as to facilitate positive development and wellness of individual for his/her life time, and implementing them | X | ||||
| 7 | Understanding the environmental factors affecting normal and abnormal behaviors, psychopathology, disability conditions and crisis during his/her development process, | X | ||||
| 8 | Learning and implementing the career consulting, processes, techniques and sources, career development and decision-making model so as to include those applied to certain groups in the global economy | X | ||||
| 9 | Learning psychological consulting theories, being aware and use of intervention techniques suitable for counselees in practice | X | ||||
| 10 | Learning group process, roles and behaviors of group members, group working, therapeutic factors, and principles and techniques of group dynamics containing developmental stages | X | ||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 16x Total course hours) | 15 | 2 | 30 |
| Hours for off-the-classroom study (Pre-study, practice) | 15 | 5 | 75 |
| Mid-terms | 1 | 2 | 2 |
| Ödev | 1 | 1 | 1 |
| Final examination | 1 | 2 | 1 |
| Total Work Load | 110 | ||
| Total Work Load / 25 (h) | 4,4 | ||
| ECTS Credit of the Course | 4 | ||