Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EDUCATION PSYCHOLOGY | ELT1214947 | Spring Semester | 2+0 | 2 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Assist.Prof. İlker ALTUNBAŞAK |
| Assistant(s) | |
| Aim | The purpose of an educational psychology course at the academic level is to provide students with a deep understanding of the psychological principles and theories that underlie the processes of teaching and learning. This field of study explores how individuals acquire knowledge, develop cognitive and emotional skills, and interact in educational settings. The course aims to bridge the gap between psychology and education, helping future educators, administrators, and policymakers apply psychological insights to improve the learning experience. |
| Course Content | This course contains; Basic Principles of Development, Piaget's Stages of Cognitive Development, Vygotsky's Social Perspective on Cognitive Development,Personalıty And Socıal Development, Freud's Psychoanalytic Theory, Erikson's Theory of Psychosocial Development ,Jean Piaget’s Theory of Moral Development, Kohlberg's Theory of Moral Development, Gilligan's View of Moral Development,The behavioral approach to learning, Classical Conditioning, Operant Conditioning, ,Social Learning Model, Processes of Observational Learning, Effects of Observational Learning ,Cognitive approach to learning, Information Processing View of Learning Long Term Memory, Sensory Register (Sensory Memory), Short Term Memory (Working Memory Long Term Memory,Implications of the Information Processing Model, Applications of Cognitive Approach to Learning ,Humanistic approach to learning, Abraham Maslow, Carl Rogers, Arthur Combs, Thomas Gordon, William Purkey ,Behavioral Approach to Motivation Cognitive Approaches to Motivation,Social Learning Approach to Motivation Humanistic Approach to Motivation,Classroom Structure and Motivation Teacher Behaviors and Motivation of Students,Language Acquisition Behaviorist Theories Social Cognitive Theories ,Language Acquisition Constructivist Theories Psycholinguistic Theories Stages in the Process of Language Acquisition,Ability Differences Mental Retardation Gifted and Talented Learning Disabilities Attention-Deficit/Hyperactivity Disorder Emotional or Behavioral Disorders Communication, Visual and Hearing Disabilities . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explores and analyze various learning theories, such as behaviorism, cognitivism, constructivism, and socio-cultural perspectives. | 16, 9 | A, C |
| Grasps how these theories influence instructional practices and educational environments. | 16, 19, 9 | A, C |
| Explains how cognitive processes evolve in children and adolescents and how this knowledge can inform teaching strategies. | 16, 19, 9 | A, C |
| Investigates factors that influence student motivation and engagement in the learning process. | 16, 19, 9 | A, C |
| Explores how educators can adapt teaching methods to accommodate diverse student needs. | 16, 19 | A, C |
| Examines strategies for creating a positive and productive learning environment. | 16, 19, 9 | A, C |
| Teaching Methods: | 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic Principles of Development, Piaget's Stages of Cognitive Development, Vygotsky's Social Perspective on Cognitive Development | Lecture Notes |
| 2 | Personalıty And Socıal Development, Freud's Psychoanalytic Theory, Erikson's Theory of Psychosocial Development | Lecture Notes |
| 3 | Jean Piaget’s Theory of Moral Development, Kohlberg's Theory of Moral Development, Gilligan's View of Moral Development | Lecture Notes |
| 4 | The behavioral approach to learning, Classical Conditioning, Operant Conditioning, | Lecture Notes |
| 5 | Social Learning Model, Processes of Observational Learning, Effects of Observational Learning | Lecture Notes |
| 6 | Cognitive approach to learning, Information Processing View of Learning Long Term Memory, Sensory Register (Sensory Memory), Short Term Memory (Working Memory Long Term Memory | Lecture Notes |
| 7 | Implications of the Information Processing Model, Applications of Cognitive Approach to Learning | Lecture Notes |
| 8 | Humanistic approach to learning, Abraham Maslow, Carl Rogers, Arthur Combs, Thomas Gordon, William Purkey | Lecture Notes |
| 9 | Behavioral Approach to Motivation Cognitive Approaches to Motivation | Lecture Notes |
| 10 | Social Learning Approach to Motivation Humanistic Approach to Motivation | Lecture Notes |
| 11 | Classroom Structure and Motivation Teacher Behaviors and Motivation of Students | Lecture Notes |
| 12 | Language Acquisition Behaviorist Theories Social Cognitive Theories | Lecture Notes |
| 13 | Language Acquisition Constructivist Theories Psycholinguistic Theories Stages in the Process of Language Acquisition | Lecture Notes |
| 14 | Ability Differences Mental Retardation Gifted and Talented Learning Disabilities Attention-Deficit/Hyperactivity Disorder Emotional or Behavioral Disorders Communication, Visual and Hearing Disabilities | Lecture Notes |
| Resources |
| Development and Learning METU publications. |
| Educational Psychology, Roxana Moreno, John Wiley & Sons, Inc. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | ||||||
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 | 0 | 0 | 0 | |||
| 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 | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| 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 |
|---|---|---|---|---|---|
| EDUCATION PSYCHOLOGY | ELT1214947 | Spring Semester | 2+0 | 2 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Assist.Prof. İlker ALTUNBAŞAK |
| Assistant(s) | |
| Aim | The purpose of an educational psychology course at the academic level is to provide students with a deep understanding of the psychological principles and theories that underlie the processes of teaching and learning. This field of study explores how individuals acquire knowledge, develop cognitive and emotional skills, and interact in educational settings. The course aims to bridge the gap between psychology and education, helping future educators, administrators, and policymakers apply psychological insights to improve the learning experience. |
| Course Content | This course contains; Basic Principles of Development, Piaget's Stages of Cognitive Development, Vygotsky's Social Perspective on Cognitive Development,Personalıty And Socıal Development, Freud's Psychoanalytic Theory, Erikson's Theory of Psychosocial Development ,Jean Piaget’s Theory of Moral Development, Kohlberg's Theory of Moral Development, Gilligan's View of Moral Development,The behavioral approach to learning, Classical Conditioning, Operant Conditioning, ,Social Learning Model, Processes of Observational Learning, Effects of Observational Learning ,Cognitive approach to learning, Information Processing View of Learning Long Term Memory, Sensory Register (Sensory Memory), Short Term Memory (Working Memory Long Term Memory,Implications of the Information Processing Model, Applications of Cognitive Approach to Learning ,Humanistic approach to learning, Abraham Maslow, Carl Rogers, Arthur Combs, Thomas Gordon, William Purkey ,Behavioral Approach to Motivation Cognitive Approaches to Motivation,Social Learning Approach to Motivation Humanistic Approach to Motivation,Classroom Structure and Motivation Teacher Behaviors and Motivation of Students,Language Acquisition Behaviorist Theories Social Cognitive Theories ,Language Acquisition Constructivist Theories Psycholinguistic Theories Stages in the Process of Language Acquisition,Ability Differences Mental Retardation Gifted and Talented Learning Disabilities Attention-Deficit/Hyperactivity Disorder Emotional or Behavioral Disorders Communication, Visual and Hearing Disabilities . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explores and analyze various learning theories, such as behaviorism, cognitivism, constructivism, and socio-cultural perspectives. | 16, 9 | A, C |
| Grasps how these theories influence instructional practices and educational environments. | 16, 19, 9 | A, C |
| Explains how cognitive processes evolve in children and adolescents and how this knowledge can inform teaching strategies. | 16, 19, 9 | A, C |
| Investigates factors that influence student motivation and engagement in the learning process. | 16, 19, 9 | A, C |
| Explores how educators can adapt teaching methods to accommodate diverse student needs. | 16, 19 | A, C |
| Examines strategies for creating a positive and productive learning environment. | 16, 19, 9 | A, C |
| Teaching Methods: | 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic Principles of Development, Piaget's Stages of Cognitive Development, Vygotsky's Social Perspective on Cognitive Development | Lecture Notes |
| 2 | Personalıty And Socıal Development, Freud's Psychoanalytic Theory, Erikson's Theory of Psychosocial Development | Lecture Notes |
| 3 | Jean Piaget’s Theory of Moral Development, Kohlberg's Theory of Moral Development, Gilligan's View of Moral Development | Lecture Notes |
| 4 | The behavioral approach to learning, Classical Conditioning, Operant Conditioning, | Lecture Notes |
| 5 | Social Learning Model, Processes of Observational Learning, Effects of Observational Learning | Lecture Notes |
| 6 | Cognitive approach to learning, Information Processing View of Learning Long Term Memory, Sensory Register (Sensory Memory), Short Term Memory (Working Memory Long Term Memory | Lecture Notes |
| 7 | Implications of the Information Processing Model, Applications of Cognitive Approach to Learning | Lecture Notes |
| 8 | Humanistic approach to learning, Abraham Maslow, Carl Rogers, Arthur Combs, Thomas Gordon, William Purkey | Lecture Notes |
| 9 | Behavioral Approach to Motivation Cognitive Approaches to Motivation | Lecture Notes |
| 10 | Social Learning Approach to Motivation Humanistic Approach to Motivation | Lecture Notes |
| 11 | Classroom Structure and Motivation Teacher Behaviors and Motivation of Students | Lecture Notes |
| 12 | Language Acquisition Behaviorist Theories Social Cognitive Theories | Lecture Notes |
| 13 | Language Acquisition Constructivist Theories Psycholinguistic Theories Stages in the Process of Language Acquisition | Lecture Notes |
| 14 | Ability Differences Mental Retardation Gifted and Talented Learning Disabilities Attention-Deficit/Hyperactivity Disorder Emotional or Behavioral Disorders Communication, Visual and Hearing Disabilities | Lecture Notes |
| Resources |
| Development and Learning METU publications. |
| Educational Psychology, Roxana Moreno, John Wiley & Sons, Inc. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |