TÜRKÇE
ENGLISH
Information
| Unit | FACULTY OF EDUCATION |
| COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGY PR. | |
| Code | EFMZ106 |
| Name | Psychology Of Education |
| Term | 2019-2020 Academic Year |
| Semester | 2. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 3 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Label | VK Vocational Knowledge Courses C Compulsory |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Doç. Dr. METEHAN ÇELİK |
| Course Instructor |
Dr. Öğr. Üyesi HABİBE ALDAĞ
(Bahar)
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
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
Course Content
Major concepts and principles about education psychology, Developmental Theories, Learning Theories, Learning Strategies and Instruction- Learning Styles, Socio-cultural theories.
Course Precondition
Resources
Notes
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explain the basic concepts of educational psychology. |
| LO02 | Explain the basic concepts of development and development. |
| LO03 | Explain the factors affecting development. |
| LO04 | Can explain the development period and development assignments. |
| LO05 | Can explain basic patterns in personality development |
| LO06 | Explain the truth of Piagetin's cognitive development levels in terms of learning. |
| LO07 | Evaluate Kohlberg's theory of moral development on the basis of social change. |
| LO08 | It can offer realistic suggestions for the prevention or solution of learning problems. |
| LO09 | Theory and practice can also explain different perspectives on learning |
| LO10 | Can identify personal and social problems in terms of development and learning. |
| LO11 | In terms of development and learning, it can give examples of individual differences and interaction patterns of social-cultural life. |
| LO12 | Explain learning and learning theories. |
| LO13 | Explain the factors affecting learning. |
| LO14 | Explain operant and classical conditioning. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | - | Explain sub-fields of instructional technologies and integral structure of its process and also its relation to the other fields.Explain the integral structure of instructional technologies and information technologies or computer science applications.Explain concepts that constitutes the basis for scientific thinking in the scope of the field and the related fields. | 3 |
| PLO02 | - | Apply the processes of analysis, design, development, and evaluation on the basis of knowledge of instructional technologies.Utilize information technologies and computer science applications in order to create an effective and productive learning environment.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. | 3 |
| PLO03 | - | Apply the processes of analysis, design, development, and evaluation on the basis of knowledge of instructional technologies.Utilize information technologies and computer science applications in order to create an effective and productive learning environment.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. | 3 |
| PLO04 | - | 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.Put forward new products or processes on the basis of components of instructional technologies, computer science, for the related situations. | 1 |
| PLO05 | - | 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.Take responsibility of an individual or group projects and accomplishing his/her undertaken missions. | 3 |
| PLO06 | - | Follow current problems and applications and determining information and skills to undertake learning missions for the following stage.Apply the solution for the problem on the basis of scientific and ethical values when she/he confronts a learning problem. | 2 |
| PLO07 | - | Build a healthy communication with students, teachers, school administration, and the individuals in the study group. Comprehend a foreign language in order to follow the international resources that can be utilized for the solution of problems related to the field. Take responsibilities for the distribution and dissemination of the developments in the field on local or national range. | 1 |
| PLO08 | - | Act on the basis of scientific and ethical values in her/his works and also support preservation and learning of these values. Develop and evaluate strategic views on topic related to the future of the field. Transfer related progresses in other related fields to the field of instructional technologies. Create and maintain a cooperative and productive working environment by developing an insight related to the behaviors of the shareholders. | 1 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Science and educational psychology | None | |
| 2 | The basic definitions principles of educational and developmental psychology | Related readings, observations | |
| 3 | Developmental stages and domains | Related readings, observations | |
| 4 | Physical development, language development | Related readings, observations | |
| 5 | Cognitive development | Related readings, observations | |
| 6 | Personality development and stages | Related readings, observations | |
| 7 | Moral development | Related readings, observations | |
| 8 | Mid-Term Exam | Related readings, observations | |
| 9 | Individual differences, socio-cultural context, development and learning interactions | Related readings, observations | |
| 10 | Problems of development and learning based on socio-cultural context I | Related readings, observations, interviews etc. | |
| 11 | Problems of development and learning based on socio-cultural context II | Related readings, observations, interviews etc. | |
| 12 | Problems of development and learning based on socio-cultural context III | Related readings, observations, interviews etc. | |
| 13 | Behavioral, cognitive, socio-cultural learning theories | Related readings, observations | |
| 14 | Motivation | Related readings, observations and compositions | |
| 15 | Review and discussions | Related readings, observations | |
| 16 | Term Exams | ||
| 17 | Term Exams |
Assessment (Exam) Methods and Criteria
| Assessment Type | Midterm / Year Impact | End of Term / End of Year Impact |
|---|---|---|
| 1. Midterm Exam | 100 | 20 |
| General Assessment | ||
| Midterm / Year Total | 100 | 20 |
| 1. Final Exam | - | 80 |
| Grand Total | - | 100 |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 2 | 28 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 2 | 28 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 4 | 4 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 6 | 6 |
| Final Exam | 1 | 16 | 16 |
| Total Workload (Hour) | 82 | ||
| Total Workload / 25 (h) | 3,28 | ||
| ECTS | 3 ECTS | ||