Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PSYCHOLOGY of EDUCATION | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Tayyar TEPE |
| Name of Lecturer(s) | Lect. Tayyar TEPE |
| Assistant(s) | |
| Aim | The aim of this course is to understand development and learning, comparing the theories each other, to develop awareness application of gathered principles |
| Course Content | This course contains; The relationships between education and psychology ,Definition of educational psychology,Definition of educational psychology,Basic principles of education and psychology,Factors effecting on learning ,Learning theories ,Learning theories ,Using these knowledge in class learning procedures. ,Effective learning ,Effective learning ,Factors effecting on learning ,Factors effecting on learning ,Group dynamics and their impact on classroom teaching process ,Group dynamics and their impact on classroom teaching process . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1.Students will evaluate the relationship between intellectual disability and developmental periods | 10, 13, 14, 16, 20, 23, 37, 6, 9 | A, E |
| 2.Students will evaluate the requirements for healthy developmental periods | 13, 16, 19, 9 | A, E |
| 3.Students will explain developmental areas | 13, 14, 16, 37, 9 | A, E |
| 4.Students will explain the developmental tasks of the human life cycle | 13, 16, 9 | A, E |
| 5.Students will explain the basic concepts of developmental psychology | 10, 14, 16, 19, 37, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 23: Concept Map Technique, 37: Computer-Internet Supported Instruction, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The relationships between education and psychology | Don't need pre-preparation |
| 2 | Definition of educational psychology | Don't need pre-preparation |
| 3 | Definition of educational psychology | Don't need pre-preparation |
| 4 | Basic principles of education and psychology | Don't need pre-preparation |
| 5 | Factors effecting on learning | Don't need pre-preparation |
| 6 | Learning theories | Don't need pre-preparation |
| 7 | Learning theories | Don't need pre-preparation |
| 8 | Using these knowledge in class learning procedures. | Don't need pre-preparation |
| 9 | Effective learning | Don't need pre-preparation |
| 10 | Effective learning | Don't need pre-preparation |
| 11 | Factors effecting on learning | Don't need pre-preparation |
| 12 | Factors effecting on learning | Don't need pre-preparation |
| 13 | Group dynamics and their impact on classroom teaching process | Don't need pre-preparation |
| 14 | Group dynamics and their impact on classroom teaching process | Don't need pre-preparation |
| Resources |
| Lecture notes (will be shared regularly on the lecture pages) |
| Yeşilyaprak B. (2002) Eğitim Psikolojisi. Ankara: Pegem Yayıncılık. ISBN9789756802779 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X | |||||
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 | 7 | 1 | 7 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 2 | 28 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 1 | 7 | |||
| General Exam | 14 | 1 | 14 | |||
| Performance Task, Maintenance Plan | 6 | 1 | 6 | |||
| Total Workload(Hour) | 90 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(90/30) | 3 | |||||
| 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 | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Tayyar TEPE |
| Name of Lecturer(s) | Lect. Tayyar TEPE |
| Assistant(s) | |
| Aim | The aim of this course is to understand development and learning, comparing the theories each other, to develop awareness application of gathered principles |
| Course Content | This course contains; The relationships between education and psychology ,Definition of educational psychology,Definition of educational psychology,Basic principles of education and psychology,Factors effecting on learning ,Learning theories ,Learning theories ,Using these knowledge in class learning procedures. ,Effective learning ,Effective learning ,Factors effecting on learning ,Factors effecting on learning ,Group dynamics and their impact on classroom teaching process ,Group dynamics and their impact on classroom teaching process . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1.Students will evaluate the relationship between intellectual disability and developmental periods | 10, 13, 14, 16, 20, 23, 37, 6, 9 | A, E |
| 2.Students will evaluate the requirements for healthy developmental periods | 13, 16, 19, 9 | A, E |
| 3.Students will explain developmental areas | 13, 14, 16, 37, 9 | A, E |
| 4.Students will explain the developmental tasks of the human life cycle | 13, 16, 9 | A, E |
| 5.Students will explain the basic concepts of developmental psychology | 10, 14, 16, 19, 37, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 23: Concept Map Technique, 37: Computer-Internet Supported Instruction, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The relationships between education and psychology | Don't need pre-preparation |
| 2 | Definition of educational psychology | Don't need pre-preparation |
| 3 | Definition of educational psychology | Don't need pre-preparation |
| 4 | Basic principles of education and psychology | Don't need pre-preparation |
| 5 | Factors effecting on learning | Don't need pre-preparation |
| 6 | Learning theories | Don't need pre-preparation |
| 7 | Learning theories | Don't need pre-preparation |
| 8 | Using these knowledge in class learning procedures. | Don't need pre-preparation |
| 9 | Effective learning | Don't need pre-preparation |
| 10 | Effective learning | Don't need pre-preparation |
| 11 | Factors effecting on learning | Don't need pre-preparation |
| 12 | Factors effecting on learning | Don't need pre-preparation |
| 13 | Group dynamics and their impact on classroom teaching process | Don't need pre-preparation |
| 14 | Group dynamics and their impact on classroom teaching process | Don't need pre-preparation |
| Resources |
| Lecture notes (will be shared regularly on the lecture pages) |
| Yeşilyaprak B. (2002) Eğitim Psikolojisi. Ankara: Pegem Yayıncılık. ISBN9789756802779 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |