Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PSYCHOLOGY of EDUCATION | İM1214935 | Spring Semester | 2+0 | 2 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| 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 MemoryCognitive 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. | 5, 9 | C, L |
| Grasps how these theories influence instructional practices and educational environments. | 5, 9 | C, L |
| Explains how cognitive processes evolve in children and adolescents and how this knowledge can inform teaching strategies. | 5, 9 | C, L |
| Investigates factors that influence student motivation and engagement in the learning process. | 5, 9 | C, L |
| Explores how educators can adapt teaching methods to accommodate diverse student needs. | 5, 9 | C, L |
| Examines strategies for creating a positive and productive learning environment. | 5, 9 | C, L |
| Teaching Methods: | 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, L: Group Assessment Technique |
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 MemoryCognitive 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 Wİley & Sons, Inc. Deniz, M. E. (Last Edition). Eğitim Psikolojisi. Pegem Academy. Bayrak, Ç. (Last Edition). Eğitim Psikolojisi. Açıköğretim Publishing. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | ||||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | ||||||
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 |
|---|---|---|---|---|---|
| PSYCHOLOGY of EDUCATION | İM1214935 | Spring Semester | 2+0 | 2 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| 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 MemoryCognitive 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. | 5, 9 | C, L |
| Grasps how these theories influence instructional practices and educational environments. | 5, 9 | C, L |
| Explains how cognitive processes evolve in children and adolescents and how this knowledge can inform teaching strategies. | 5, 9 | C, L |
| Investigates factors that influence student motivation and engagement in the learning process. | 5, 9 | C, L |
| Explores how educators can adapt teaching methods to accommodate diverse student needs. | 5, 9 | C, L |
| Examines strategies for creating a positive and productive learning environment. | 5, 9 | C, L |
| Teaching Methods: | 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, L: Group Assessment Technique |
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 MemoryCognitive 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 Wİley & Sons, Inc. Deniz, M. E. (Last Edition). Eğitim Psikolojisi. Pegem Academy. Bayrak, Ç. (Last Edition). Eğitim Psikolojisi. Açıköğretim Publishing. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | ||||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |