TÜRKÇE
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Information
| Code | PGÖ708 |
| Name | Learning Theories |
| Term | 2024-2025 Academic Year |
| Term | Fall and Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | |
| Course Instructor |
Doç. Dr. MÜKERREM TAŞ
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
In this course, students gain basic information about how learning occurs, factors affecting learning, learning theories, principles, assumptions and the applicability of learning theories in teaching
Course Content
This course comprises information about the assumptions, concepts, principles, limitations of behaviorist, cognitive, constructivist, neurophysiological and social learning theories that explain the factors affecting learning and how learning occurs, and the use of these theories in behavior development process and teaching.
Course Precondition
None
Resources
Dale H. Schunk (2009). Öğrenme Teorileri Eğitimsel bir bakışla, 5. Baskıdan Çeviri (Çeviri Editörü: Muzaffer Şahin), Ankara: Nobel Yayın Dağıtım. Ormrod, J.E. (2008). Human Learning (5.Ed.), USA: Pearson Merrill Prentice Hall. Senemoğlu, N. (2009). Development, Learning and Teaching. Pegem Akademi, Ankara.
Notes
Other resources and articles recommended by the course instructor.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the basic concepts of learning. |
| LO02 | Explain the factors affecting learning. |
| LO03 | Explain the role of the brain in the learning process. |
| LO04 | Interprets the basic assumptions of behavioral learning theory. |
| LO05 | Interprets the educational implications of the behavioral learning theory. |
| LO06 | Interprets the basic assumptions of cognitive learning theories. |
| LO07 | Explain the relationship between learning-memory-information processing processes. |
| LO08 | Interprets the educational implications of cognitive learning theories. |
| LO09 | Explains/classifies learning strategies according to their characteristics. |
| LO10 | Evaluates the contributions of Gestalt theory to learning. |
| LO11 | Explain the basic principles of constructivist learning theory. |
| LO12 | Interprets the similarities and differences between radical and socio-cultural constructivism. |
| LO13 | Explain the basic features of implicit learning. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | On the basis of the BA degree qualifications improves his/her knowledge in thecurriculum and instruction field at the level of expertise. | 4 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Understands the multi-dimensional causes of a problem and evaluates the problem as a whole | 2 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Analyzes a scientific article in the field of curriculum and instruction | 5 |
| PLO04 | Beceriler - Bilişsel, Uygulamalı | Uses the theoretical and practical knowledge s/he gained at the level of expertise in the field of curriculum and instruction | 4 |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | Uses and develops individual assessment techniques for examining curriculum and instruction | 2 |
| PLO06 | Beceriler - Bilişsel, Uygulamalı | Solves a problem in the context of curriculum and instruction in a scientific perspective. | 4 |
| PLO07 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Guides the graduates of the field of curriculum and instruction within the framework of the knowledge and experiences that specialized training provides. | |
| PLO08 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Gains knowledge and experience about the applications which can make the field of expertise functional in educational field. | 4 |
| PLO09 | Yetkinlikler - Öğrenme Yetkinliği | Integrates the theoretical knowledge within the scope of the field of curriculum and instruction with the field of application. | 5 |
| PLO10 | Yetkinlikler - Öğrenme Yetkinliği | Takes responsibility for solving the problems at the local and national level during the curriculum and instruction-oriented applications. | |
| PLO11 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Communicates effectively and properly with students, teachers, school administrators, and members of families and working group. | 2 |
| PLO12 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Has a good command of foreign language to be able to follow the foreign resources related to the field. | 4 |
| PLO13 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Informs his/her colleagues about the processes regarding the field of expertise and conclusions reached. | 2 |
| PLO14 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Uses the different statistical techniques and information and communication technologies that s/he needs in the field of expertise. | 2 |
| PLO15 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Provides the support of the institution employees to make the applications concerning educational sciences successful. | |
| PLO16 | Yetkinlikler - Alana Özgü Yetkinlik | Identifies the sources of the problems in the field of educational sciences and contributes to the solution of these problems. | 3 |
| PLO17 | Yetkinlikler - Alana Özgü Yetkinlik | Provides the cooperation of all partners in educational environment stating the necessity of the field of expertise. | |
| PLO18 | Yetkinlikler - Alana Özgü Yetkinlik | Assesses the necessities which reveal through the applications related to the field of expertise in a critical way. | 2 |
| PLO19 | Yetkinlikler - Alana Özgü Yetkinlik | Develops internalized knowledge in the field of expertise and the related disciplines at the level of expertise. | 4 |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | Makes prediction about the partner behaviors through the applications concerning the field of expertise. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction – About homework topics and course instructions | Reading recommended books and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Basic concepts related to learning, learning-teaching relationship, factors affecting learning | Reading recommended books and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Brain-learning relationship | Reading recommended books and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Behavioral learning theory (Classical conditioning concept, principles and educational implications). | Reading recommended books and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Bireysel Çalışma |
| 5 | Behavioral learning theory (Operant conditioning concept, principles and educational implications). | Reading recommended books and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Bireysel Çalışma |
| 6 | Social learning theory (basic principles, concepts and educational implications). | Reading recommended books and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Bireysel Çalışma |
| 7 | Gestalt theory. | Reading recommended books and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | Preparing for the exam | Öğretim Yöntemleri: Bireysel Çalışma |
| 9 | Cognitive learning theories-memory and cognition relationship, Information processing theory, basic assumptions, and conceptss. | Reading recommended books and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 10 | Cognitive learning theories-Cognitive load theory, and dual coding theory, basic assumptions, and concepts, | Reading recommended books and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 11 | Educational implications of cognitive learning theories | Reading recommended books and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 12 | Constructivist theories of learning (basic principles, radical and socio-cultural constructivism and educational implications). | Reading recommended books and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 13 | Comparison of Piaget, Bruner and Vygotsky's views on learning. | Reading recommended books and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | Relationship between learning-thinking-decision making and problem-solving | Reading recommended books and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 15 | Tacit( implicit) learning | Reading recommended books and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 16 | Term Exams | Preparing for the exam | Öğretim Yöntemleri: Bireysel Çalışma |
| 17 | Term Exams | Preparation for the exam | Ölçme Yöntemleri: Yazılı Sınav |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 157 | ||
| Total Workload / 25 (h) | 6,28 | ||
| ECTS | 6 ECTS | ||