Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| IMPLEMENTATIONS in TECHNOLOGY ASSISTED EDUCATIONAL NEUROLOGY | - | Spring Semester | 3+0 | 3 | 8 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Third Cycle (Doctorate Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Servet BAYRAM |
| Name of Lecturer(s) | Prof.Dr. Servet BAYRAM |
| Assistant(s) | Prof.Dr.Servet BAYRAM |
| Aim | This course aims to explain the background of psychology from a neuroscientific perspective; to express cognitive, physiological and psychological concepts; to evaluate the factors affecting learning and learning from a neurophysiological perspective; to relate this field to educational psychology. |
| Course Content | This course contains; Digitalization, Technology, Science and Human ,Digitalization, Technology, Science and Human ,Educational Neuroscience: Implications for the Pedagogy-Sibergogy Dimension ,History of Neuroscience and Educational Neuroscience ,Educational Neuroscience Research Models and Methods ,Educational Neuromyths and New Directions ,Educational Neuromyths and New Directions ,Cognitive Psychology and Cognitive Neuroscience Findings on Attention-Perception ,Language Processing and Language Acquisition Process in the Light of Neurolinguistic Data: Nature and Characteristics ,Reality, Meaning and Signification in Mathematical Cognition and Educational Neuroscience ,Educational Neuroscience, Cyberpsychology and Motivation ,Neuroscience in the Future of Learning and Teaching ,Ethics, Neuroethics and Reflections on Education ,Ethics, Neuroethics and Reflections on Education . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Makes inferences in the longitude of digitalization, technology, science and human, educational neuroscience, pedagogy-sibergogy. | 10, 16, 9 | E |
| List the historical development of neuroscience and educational neuroscience. | 10, 16, 9 | E |
| Explains educational neuroscience research models and methods. | 10, 16, 9 | E |
| Interpret the findings of cognitive psychology and cognitive neuroscience on attention-perception. | 10, 16, 9 | E |
| Defines educational neuroscience, cyberpsychology and motivation, neuroscience in the future of learning and teaching, ethics, neuroethics and their reflections on education. | 10, 16, 9 | E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Digitalization, Technology, Science and Human | Reading the relevant chapters in the specified sources related to the subject |
| 2 | Digitalization, Technology, Science and Human | Reading the relevant chapters in the specified sources related to the subject |
| 3 | Educational Neuroscience: Implications for the Pedagogy-Sibergogy Dimension | Reading the relevant chapters in the specified sources related to the subject |
| 4 | History of Neuroscience and Educational Neuroscience | Reading the relevant chapters in the specified sources related to the subject |
| 5 | Educational Neuroscience Research Models and Methods | Reading the relevant chapters in the specified sources related to the subject |
| 6 | Educational Neuromyths and New Directions | Reading the relevant chapters in the specified sources related to the subject |
| 7 | Educational Neuromyths and New Directions | Reading the relevant chapters in the specified sources related to the subject |
| 8 | Cognitive Psychology and Cognitive Neuroscience Findings on Attention-Perception | Reading the relevant chapters in the specified sources related to the subject |
| 9 | Language Processing and Language Acquisition Process in the Light of Neurolinguistic Data: Nature and Characteristics | Reading the relevant chapters in the specified sources related to the subject |
| 10 | Reality, Meaning and Signification in Mathematical Cognition and Educational Neuroscience | Reading the relevant chapters in the specified sources related to the subject |
| 11 | Educational Neuroscience, Cyberpsychology and Motivation | Reading the relevant chapters in the specified sources related to the subject |
| 12 | Neuroscience in the Future of Learning and Teaching | Reading the relevant chapters in the specified sources related to the subject |
| 13 | Ethics, Neuroethics and Reflections on Education | Reading the relevant chapters in the specified sources related to the subject |
| 14 | Ethics, Neuroethics and Reflections on Education | Reading the relevant chapters in the specified sources related to the subject |
| Resources |
| 1. Educational Neuroscience Edited by Denis Mareschal Brian Butterworth Andy Tolmie, Wiley, 2014. 2. Educational Neuroscience A John Wiley & Sons, Ltd., Publication Edited by Kathryn E. Patten and Stephen R. Campbell, Wiley, 2013. |
| Eğitsel Sinirbilim (2022). Esra Keleş, Nobel Yayınları, Ankara |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | To analyze the theoretical and practical information about the field of Psychological Counseling and Guidance with a scientific understanding. | X | |||||
| 2 | Understands how to use the theoretical and practical knowledge in the field of Guidance and Psychological Counseling to strengthen the psychological well-being of clients within the scope of protective and preventive mental health. | X | |||||
| 3 | To understand scientifi c research methods and techniques on the basis of scienti fic research ethics. | X | |||||
| 4 | To plan and implement guidance and psychological counseling services (such as individual psychological counseling, group counseling, psychoeducation, individual guidance, group counseling, etc.) to increase the psychological resilience of clients and strengthen their psychological well-being. | X | |||||
| 5 | To design and conduct researches that will produce solutions to current problems and needs in the fi eld of Guidance and Psychological Counseling. | X | |||||
| 6 | Guidance and Psychological Counseling determines the needs of the clients within the scope of the basic principles and techniques of practice in the specialization sub-areas (School counseling, marriage and family counseling, career counseling, mental health counseling), plans the interventions that will support their needs, applies and evaluates their eff ectiveness. | X | |||||
| 7 | As a member of the profession serving in the eld of mental health and complying with the ethical principles and values of the profession, they ful fill the roles and duties expected of they on the basis of individual, family and social needs in the context of preventive and preventive mental health. | X | |||||
| 8 | To supports social problems experienced at national and international level by designing projects and activities related to its eld within the framework of social responsibility. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 3 | 42 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 7 | 49 | |||
| General Exam | 14 | 10 | 140 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 231 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(231/30) | 8 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| IMPLEMENTATIONS in TECHNOLOGY ASSISTED EDUCATIONAL NEUROLOGY | - | Spring Semester | 3+0 | 3 | 8 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Third Cycle (Doctorate Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Servet BAYRAM |
| Name of Lecturer(s) | Prof.Dr. Servet BAYRAM |
| Assistant(s) | Prof.Dr.Servet BAYRAM |
| Aim | This course aims to explain the background of psychology from a neuroscientific perspective; to express cognitive, physiological and psychological concepts; to evaluate the factors affecting learning and learning from a neurophysiological perspective; to relate this field to educational psychology. |
| Course Content | This course contains; Digitalization, Technology, Science and Human ,Digitalization, Technology, Science and Human ,Educational Neuroscience: Implications for the Pedagogy-Sibergogy Dimension ,History of Neuroscience and Educational Neuroscience ,Educational Neuroscience Research Models and Methods ,Educational Neuromyths and New Directions ,Educational Neuromyths and New Directions ,Cognitive Psychology and Cognitive Neuroscience Findings on Attention-Perception ,Language Processing and Language Acquisition Process in the Light of Neurolinguistic Data: Nature and Characteristics ,Reality, Meaning and Signification in Mathematical Cognition and Educational Neuroscience ,Educational Neuroscience, Cyberpsychology and Motivation ,Neuroscience in the Future of Learning and Teaching ,Ethics, Neuroethics and Reflections on Education ,Ethics, Neuroethics and Reflections on Education . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Makes inferences in the longitude of digitalization, technology, science and human, educational neuroscience, pedagogy-sibergogy. | 10, 16, 9 | E |
| List the historical development of neuroscience and educational neuroscience. | 10, 16, 9 | E |
| Explains educational neuroscience research models and methods. | 10, 16, 9 | E |
| Interpret the findings of cognitive psychology and cognitive neuroscience on attention-perception. | 10, 16, 9 | E |
| Defines educational neuroscience, cyberpsychology and motivation, neuroscience in the future of learning and teaching, ethics, neuroethics and their reflections on education. | 10, 16, 9 | E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Digitalization, Technology, Science and Human | Reading the relevant chapters in the specified sources related to the subject |
| 2 | Digitalization, Technology, Science and Human | Reading the relevant chapters in the specified sources related to the subject |
| 3 | Educational Neuroscience: Implications for the Pedagogy-Sibergogy Dimension | Reading the relevant chapters in the specified sources related to the subject |
| 4 | History of Neuroscience and Educational Neuroscience | Reading the relevant chapters in the specified sources related to the subject |
| 5 | Educational Neuroscience Research Models and Methods | Reading the relevant chapters in the specified sources related to the subject |
| 6 | Educational Neuromyths and New Directions | Reading the relevant chapters in the specified sources related to the subject |
| 7 | Educational Neuromyths and New Directions | Reading the relevant chapters in the specified sources related to the subject |
| 8 | Cognitive Psychology and Cognitive Neuroscience Findings on Attention-Perception | Reading the relevant chapters in the specified sources related to the subject |
| 9 | Language Processing and Language Acquisition Process in the Light of Neurolinguistic Data: Nature and Characteristics | Reading the relevant chapters in the specified sources related to the subject |
| 10 | Reality, Meaning and Signification in Mathematical Cognition and Educational Neuroscience | Reading the relevant chapters in the specified sources related to the subject |
| 11 | Educational Neuroscience, Cyberpsychology and Motivation | Reading the relevant chapters in the specified sources related to the subject |
| 12 | Neuroscience in the Future of Learning and Teaching | Reading the relevant chapters in the specified sources related to the subject |
| 13 | Ethics, Neuroethics and Reflections on Education | Reading the relevant chapters in the specified sources related to the subject |
| 14 | Ethics, Neuroethics and Reflections on Education | Reading the relevant chapters in the specified sources related to the subject |
| Resources |
| 1. Educational Neuroscience Edited by Denis Mareschal Brian Butterworth Andy Tolmie, Wiley, 2014. 2. Educational Neuroscience A John Wiley & Sons, Ltd., Publication Edited by Kathryn E. Patten and Stephen R. Campbell, Wiley, 2013. |
| Eğitsel Sinirbilim (2022). Esra Keleş, Nobel Yayınları, Ankara |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | To analyze the theoretical and practical information about the field of Psychological Counseling and Guidance with a scientific understanding. | X | |||||
| 2 | Understands how to use the theoretical and practical knowledge in the field of Guidance and Psychological Counseling to strengthen the psychological well-being of clients within the scope of protective and preventive mental health. | X | |||||
| 3 | To understand scientifi c research methods and techniques on the basis of scienti fic research ethics. | X | |||||
| 4 | To plan and implement guidance and psychological counseling services (such as individual psychological counseling, group counseling, psychoeducation, individual guidance, group counseling, etc.) to increase the psychological resilience of clients and strengthen their psychological well-being. | X | |||||
| 5 | To design and conduct researches that will produce solutions to current problems and needs in the fi eld of Guidance and Psychological Counseling. | X | |||||
| 6 | Guidance and Psychological Counseling determines the needs of the clients within the scope of the basic principles and techniques of practice in the specialization sub-areas (School counseling, marriage and family counseling, career counseling, mental health counseling), plans the interventions that will support their needs, applies and evaluates their eff ectiveness. | X | |||||
| 7 | As a member of the profession serving in the eld of mental health and complying with the ethical principles and values of the profession, they ful fill the roles and duties expected of they on the basis of individual, family and social needs in the context of preventive and preventive mental health. | X | |||||
| 8 | To supports social problems experienced at national and international level by designing projects and activities related to its eld within the framework of social responsibility. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |