Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| LEARNING PSYCHOLOGY I | PDR2115758 | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Ferah ÇEKİCİ |
| Name of Lecturer(s) | Assoc.Prof. Ferah ÇEKİCİ |
| Assistant(s) | |
| Aim | The general purpose of the course is to ensure that students learn the basic concepts and principles in the fields of Introduction to Learning Psychology and Basic Concepts, Behaviorist Approach and Learning, Classical Conditioning, Contiguity Theories, Connectionism, Operant Conditioning, Sign-Gestalt Theory, Social Cognitive Theory, Gestalt Theory, Information Processing Theory and Neurophysiological Theory. |
| Course Content | This course contains; Introduction to Learning Psychology and Basic Concepts,Introduction to Learning Psychology and Basic Concepts,Classical Conditioning Theory ,Classical Conditioning Theory ,Thorndike' s Learning Theory ,Theories of Contiguity,Operant Conditioning Theory (Skinner) ,Operant Conditioning Theory (Skinner),Operant Conditioning Theory ,Gestalt Theory (Tolman) Social Cognitive Theory (Albert Bandura),Theory of Gestalt ,Information Processing Theory,Information Processing Theory ,Neurophysiological Theory. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the basic views of different learning theories on how learning occurs. | 10, 16, 9 | C |
| Explains the basic concepts of various learning theories. | 10, 16, 9 | C |
| Classify the main differences between different learning approaches. | 10, 16, 9 | C |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to Learning Psychology and Basic Concepts | Lecture Notes |
| 2 | Introduction to Learning Psychology and Basic Concepts | Lecture Notes |
| 3 | Classical Conditioning Theory | Lecture Notes |
| 4 | Classical Conditioning Theory | Lecture Notes |
| 5 | Thorndike' s Learning Theory | Lecture Notes |
| 6 | Theories of Contiguity | Lecture Notes |
| 7 | Operant Conditioning Theory (Skinner) | Lecture Notes |
| 8 | Operant Conditioning Theory (Skinner) | Lecture Notes |
| 9 | Operant Conditioning Theory | Lecture Notes |
| 10 | Gestalt Theory (Tolman) Social Cognitive Theory (Albert Bandura) | Lecture Notes |
| 11 | Theory of Gestalt | Lecture Notes |
| 12 | Information Processing Theory | Lecture Notes |
| 13 | Information Processing Theory | Lecture Notes |
| 14 | Neurophysiological Theory | Lecture Notes |
| Resources |
| Senemoğlu, N. (2013). Gelişim, öğrenme ve öğretim (23. Baskı). Yargı Yayınevi, Ankara. Domjan, M. (2012). Koşullama ve öğrenmenin temelleri (2. Basım). (Çev: Çetinkaya, H.). Türk Psikologlar Derneği Yayınları, Ankara. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals' developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | ||||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | ||||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in guidance and psychological counseling processes. | X | |||||
| 10 | Utilizes supervision processes in Psychological Counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | ||||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | ||||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | ||||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | ||||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| 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 | 1 | 30 | 30 | |||
| General Exam | 1 | 60 | 60 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 118 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(118/30) | 4 | |||||
| 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 |
|---|---|---|---|---|---|
| LEARNING PSYCHOLOGY I | PDR2115758 | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Ferah ÇEKİCİ |
| Name of Lecturer(s) | Assoc.Prof. Ferah ÇEKİCİ |
| Assistant(s) | |
| Aim | The general purpose of the course is to ensure that students learn the basic concepts and principles in the fields of Introduction to Learning Psychology and Basic Concepts, Behaviorist Approach and Learning, Classical Conditioning, Contiguity Theories, Connectionism, Operant Conditioning, Sign-Gestalt Theory, Social Cognitive Theory, Gestalt Theory, Information Processing Theory and Neurophysiological Theory. |
| Course Content | This course contains; Introduction to Learning Psychology and Basic Concepts,Introduction to Learning Psychology and Basic Concepts,Classical Conditioning Theory ,Classical Conditioning Theory ,Thorndike' s Learning Theory ,Theories of Contiguity,Operant Conditioning Theory (Skinner) ,Operant Conditioning Theory (Skinner),Operant Conditioning Theory ,Gestalt Theory (Tolman) Social Cognitive Theory (Albert Bandura),Theory of Gestalt ,Information Processing Theory,Information Processing Theory ,Neurophysiological Theory. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the basic views of different learning theories on how learning occurs. | 10, 16, 9 | C |
| Explains the basic concepts of various learning theories. | 10, 16, 9 | C |
| Classify the main differences between different learning approaches. | 10, 16, 9 | C |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to Learning Psychology and Basic Concepts | Lecture Notes |
| 2 | Introduction to Learning Psychology and Basic Concepts | Lecture Notes |
| 3 | Classical Conditioning Theory | Lecture Notes |
| 4 | Classical Conditioning Theory | Lecture Notes |
| 5 | Thorndike' s Learning Theory | Lecture Notes |
| 6 | Theories of Contiguity | Lecture Notes |
| 7 | Operant Conditioning Theory (Skinner) | Lecture Notes |
| 8 | Operant Conditioning Theory (Skinner) | Lecture Notes |
| 9 | Operant Conditioning Theory | Lecture Notes |
| 10 | Gestalt Theory (Tolman) Social Cognitive Theory (Albert Bandura) | Lecture Notes |
| 11 | Theory of Gestalt | Lecture Notes |
| 12 | Information Processing Theory | Lecture Notes |
| 13 | Information Processing Theory | Lecture Notes |
| 14 | Neurophysiological Theory | Lecture Notes |
| Resources |
| Senemoğlu, N. (2013). Gelişim, öğrenme ve öğretim (23. Baskı). Yargı Yayınevi, Ankara. Domjan, M. (2012). Koşullama ve öğrenmenin temelleri (2. Basım). (Çev: Çetinkaya, H.). Türk Psikologlar Derneği Yayınları, Ankara. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals' developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | ||||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | ||||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in guidance and psychological counseling processes. | X | |||||
| 10 | Utilizes supervision processes in Psychological Counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | ||||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | ||||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | ||||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | ||||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |