Aim
Our mission is to create a dynamic, interactive, and creative framework that builds on curiosity about human nature and willingness to turn this curiosity into research and practice. Within this framework, we aim to lead our students to gain an understanding regarding the basics of science and transfer this manner to other spheres of their lives, encourage them to conduct their own independent studies, help them to internalize ethical standards, and have them monitor their professional functioning to find ways of improving their competence.Qualification Awarded
First Cycle (Bachelor's Degree)Registration and Admission Requirements
Students should have earned a high-school or an equivalent diploma and sufficient score on the nation-wide Higher Education Institutions Examination (YKS). Admission is based on the EA scores, according to the rules determined by Higher Education Council. International students can apply the program and conditions-procedures are announced on the University’s website.Graduation Requirements
Students must successfully finish all courses and internships set by the program taking at least 240 ECTS credits in total, to be granted with the Bachelor's degree. Graduation eligibility is determined by academic average score. For this purpose, the sum of the weighted scores of all courses taken throughout the education is divided by the sum of ECTS values.Recognition of Prior Learning
Students may apply for exemption from the courses they have taken in another higher education or equally accredited institution. Exemption requests are decided by the board of governors of the School, which considers the opinion of the lecturer responsible for that course.Lesson Plan - AKTS Credits
* The courses indicated in this course table shows current course plan information in Student Affairs.
** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.
*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.
Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.
| Fall Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| PSY1112100 | INFORMATION TECHNOLOGIES and TOOLS I | English | 2 | - | 2 | |
| PSY1113415 | INTRODUCTION to SCIENTIFIC THINKING | English | 3 | - | 3 | |
| PSY1123370 | INTRODUCTION to PSYCHOLOGY I | English | 3 | - | 7 | |
| PSY1123510 | MODERN BIOLOGY | English | 3 | - | 5 | |
| PSY1123580 | ACADEMIC READING and WRITING | English | 3 | - | 4 | |
| PSY1165160 | INTRODUCTION to PHILOSOPHY | English | 3 | - | 5 | |
| ATA1110300 | HISTORY of the TURKISH REPUBLIC I | English | 2 | - | 2 | |
| TDL1110400 | TURKISH LANGUAGE I | Turkish | 2 | - | 2 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| PSY1213418 | INTRODUCTION to ANTROPHOLOGY | English | 3 | - | 6 | |
| PSY1212715 | MATHEMATICS for SOCIAL SCIENCES | English | 3 | - | 4 | |
| PSY1223530 | ACADEMIC COMMUNICATION SKILLS | English | 3 | - | 4 | |
| PSY1223540 | INTRODUCTION to PSYCHOLOGY II | English | 3 | - | 7 | |
| PSY1223560 | INTRODUCTION to SOCIOLOGY | English | 3 | - | 5 | |
| ATA1210500 | HISTORY of the TURKISH REPUBLIC II | English | 2 | - | 2 | |
| TDL1210600 | TURKISH LANGUAGE II | Turkish | 2 | - | 2 | |
Program Qualification
Theoretical, Factual
Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields.
Can compare theories and schools in the history of psychology, and relate new developments with this knowledge.
Employment Opportunities
Graduates can work in public institutions, private sector, research institutes or universities.Upgrading
Students may apply for the graduate programs, to obtain Master and PhD degrees in related field, following the rules defined by the Turkish Higher Education Council.Type of Training
Full TimeAssessment and Evaluation
Success in a course is determined by the course grade. The course success grade is obtained by evaluating the student's success in midterms and homework that replaces the midterm exam, applied studies, group work and similar studies, and the general exam together. A student who does not get at least 50 points in the general exam, valid for all courses, is considered unsuccessful in that course. In order to be successful in the course, it is necessary to have at least 60 points or a success coefficient of 2.27 at the end of the semester.Head of Department
Prof.Dr. Gökhan MALKOÇTeaching Methods
Teaching - learning methods and strategies are selected in such a way as to increase the skills of the students such as self - study, lifelong learning, observation, teaching to others, critical thinking, team work, effective use of information. It is also noted that the teaching style is designed to support students with different abilities. The teaching methods used in the program are given in the following list **:
Education Teaching Procedure * | Learning Activities | Tools Used |
|---|---|---|
Lecture | Listening and understanding | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
Brainstorming | Listening and understanding, observing/processing situations, critical thinking, development, teamwor | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
Seminar | Learn to transferring one subject an audience by preparing presentations on various subjects and to speaking in front of the public. | Standard classroom technologies, multimedia tools, projector, computer |
Case study | Ability to interpret the case report | |
Experiment / Laboratory | Performance experiments, support visual learning and develop manual skills. | Laboratory, Laboratory equipment and tools |
Self-Study | Investigation of details within the scope of the lecture or similar subjects | Investigation of details within the scope of the lecture or computer, textbook/ supplementary books, databases of similar subjects |
Problem solving | Pre-planned special skills | |
Project Based Learning | Describing the subject, determining the methods to be used and interpreting the results | databases, books |
Reflective Thinking | Supporting learning by an active, persistent, and careful consideration of a belief or supposed form of knowledge | |
Case Study | Pre-planned special skills | |
Concept map | ||
Question - Answer | Interactive brainstorming with question-answer | Standard classroom technologies, multimedia tools, projector, computer |
Discussion | Listening and understanding, observation/processing situations, critical thinking, question development | Standard classroom technologies, multimedia tools, projector, computer |
Exercise, Practice | Research and lifelong learning, writing, reading, critical thinking and application | Laboratory, standard classroom technologies, multimedia tools, projector, computer |
Demonstration | Field trip, demonstration of the subjects/techniques learned in the lectures and visits at the facilities. | Mannequin, laboratory equipment and device |
Role Model, Making an example | Supporting learning by seeing | Video, film, databases |
Role Play | Supporting learning by creating related situation | Standard classroom technologies, special equipment |
Teamwork | Realization of projects, assignments and experiments, learning, gaining teamwork skills | Standard classroom technologies, library |
Simulation | Supporting learning by the imitation of the operation of a real-world process or system over time | Computer models, virtual reality tools |
Written Exam | Research – lifelong learning, processing situations, question development, interpretation | |
Oral Exam | Research – lifelong learning, processing situations, question development, interpretation, presentation | |
Homework | Research – lifelong learning, writing, reading, Informatics | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Project / Design | Identifies, field of application, collecting, and analyzing data, literature review, preparing and presenting report | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Quiz | Learning, processing context/states, learning questions, interpreting | |
Performance task | Project-based presentation techniques | Presentation, smart board, projector, computer. |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ART PSYCHOLOGY | 5 | 5 | 3 | 3 | 3 | 5 | 0 | 5 | 3 | 3 | 3 | 3 | 5 | 5 |
| CHILD PSYCHOPATHOLOGY | 2 | 3 | 5 | 5 | 3 | 5 | 5 | 5 | 5 | 1 | 1 | 3 | 5 | 5 |
| COGNITIVE PSYCHOLOGY | 5 | 0 | 3 | 0 | 0 | 3 | 3 | 2 | 1 | 3 | 3 | 2 | 0 | 2 |
| CURRENT ISSUES in SOCIAL PSYCHOLOGY | 1 | 1 | 1 | 2 | 2 | 5 | 5 | 3 | 0 | 2 | 1 | 1 | 4 | 5 |
| DEVELOPMENTAL PSYCHOLOGY I | 5 | 5 | 2 | 0 | 0 | 5 | 5 | 2 | 0 | 3 | 3 | 5 | 3 | 5 |
| DEVELOPMENTAL PSYCHOLOGY II | 4 | 5 | 2 | 1 | 1 | 4 | 4 | 1 | 1 | 4 | 2 | 1 | 2 | 3 |
| ENVIRONMENTAL PSYCHOLOGY | 5 | 3 | 3 | 3 | 5 | 5 | 5 | 3 | 5 | 3 | 3 | 5 | 5 | 5 |
| EVOLUTIONARY PSYCHOLOGY | 2 | 2 | 2 | 4 | 3 | 4 | 4 | 3 | 3 | 3 | 1 | 2 | 3 | 4 |
| HISTORY of PSYCHOLOGY | 2 | 5 | 0 | 0 | 2 | 0 | 2 | 0 | 2 | 0 | 0 | 1 | 3 | 4 |
| HUMAN RIGHTS and DISCRIMINATION | 5 | 5 | 3 | 3 | 5 | 5 | 5 | 4 | 5 | 4 | 3 | 5 | 5 | 5 |
| INFORMATION TECHNOLOGIES and TOOLS I | 0 | 0 | 3 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 4 | 0 | 0 | 0 |
| INTERNSHIP: FIELD EXPERIENCE | 5 | 1 | 5 | 1 | 4 | 4 | 4 | 4 | 5 | 1 | 4 | 1 | 4 | 5 |
| INTRODUCTION to ANTROPHOLOGY | 4 | 0 | 3 | 2 | 0 | 0 | 2 | 3 | 3 | 0 | 0 | 0 | 0 | 4 |
| INTRODUCTION to PSYCHOANALYTIC THEORIES | 3 | 3 | 2 | 1 | 1 | 3 | 3 | 2 | 2 | 3 | 1 | 1 | 4 | 2 |
| INTRODUCTION to PSYCHOLOGY I | 5 | 5 | 1 | 1 | 0 | 0 | 3 | 4 | 0 | 0 | 0 | 1 | 1 | 1 |
| INTRODUCTION to PSYCHOLOGY II | 5 | 5 | 1 | 1 | 0 | 0 | 3 | 4 | 0 | 0 | 0 | 1 | 1 | 1 |
| INTRODUCTION to PSYCHOTHERAPY | 1 | 4 | 4 | 0 | 0 | 0 | 3 | 0 | 3 | 4 | 0 | 0 | 4 | 4 |
| INTRODUCTION to SCIENTIFIC THINKING | 1 | 1 | 3 | 2 | 1 | 5 | 2 | 2 | 1 | 3 | 1 | 0 | 2 | 3 |
| INTRODUCTION to SOCIOLOGY | 0 | 0 | 4 | 4 | 2 | 4 | 3 | 3 | 3 | 0 | 0 | 0 | 0 | 0 |
| MORAL PSYCHOLOGY | 4 | 5 | 5 | 4 | 4 | 3 | 3 | 4 | 3 | 0 | 3 | 3 | 3 | 4 |
| PLAY THERAPY | 4 | 3 | 2 | 3 | 0 | 4 | 5 | 4 | 4 | 0 | 0 | 0 | 4 | 5 |
| PSYCHOLOGY of GENDER | 5 | 5 | 3 | 3 | 5 | 5 | 5 | 4 | 5 | 4 | 3 | 5 | 5 | 5 |
| RESEARCH APPLICATION in SOCIAL PSYCHOLOGY | 2 | 2 | 2 | 4 | 4 | 3 | 3 | 3 | 2 | 3 | 2 | 4 | 3 | 3 |
| RESEARCH APPLICATIONS ın DEVELOPMENTAL PYSCHOLOGY | 5 | 2 | 3 | 5 | 3 | 3 | 0 | 4 | 0 | 4 | 2 | 4 | 5 | 5 |
| RESEARCH IN EXPERIMENTAL PSYCHOLOGY | 5 | 2 | 0 | 5 | 4 | 3 | 0 | 5 | 0 | 5 | 4 | 5 | 5 | 3 |
| RESEARCH METHODS in PSYCHOLOGY | 5 | 2 | 4 | 5 | 3 | 4 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| RESEARCH PRACTICUM ın APPLIED PSYCHOLOGY | 4 | 3 | 3 | 5 | 5 | 4 | 4 | 4 | 3 | 2 | 4 | 4 | 2 | 4 |
| SELECTED TOPICS in DEVELOPMENTAL PSY | 4 | 3 | 4 | 3 | 5 | 4 | 2 | 2 | 2 | 1 | 1 | 2 | 3 | 4 |
| SELECTED TOPICS in EXPERIMENTAL PSY. | 3 | 2 | 3 | 5 | 4 | 4 | 4 | 5 | 2 | 4 | 2 | 4 | 2 | 3 |
| SENSATION and PERCEPTION | 5 | 2 | 3 | 3 | 4 | 2 | 1 | 2 | 1 | 0 | 0 | 3 | 1 | 3 |
| SOCIAL RESPONSIBILITY and VOLUNTEERING | 3 | 2 | 3 | 3 | 3 | 5 | 4 | 4 | 4 | 2 | 2 | 1 | 1 | 4 |
| STRESS and MANAGEMENT | 3 | 3 | 5 | 3 | 3 | 5 | 5 | 3 | 5 | 3 | 3 | 5 | 5 | 5 |
| UNDERSTANDING ADDICTION | 0 | 4 | 3 | 0 | 0 | 0 | 3 | 0 | 4 | 4 | 0 | 0 | 4 | 4 |
| İlişkili Ders Sayısı / 33/58 | 114 | 93 | 93 | 84 | 79 | 106 | 104 | 94 | 77 | 69 | 56 | 75 | 94 | 118 |
Surveys for Students
| Öğretim elemanı değerlendirme anketi | Kesinlikle katılmıyorum | Katılmıyorum | Kısmen katılıyorum | Katılıyorum | Kesinlikle katılıyorum | Fikrim yok |
|---|---|---|---|---|---|---|
| Dönem başında dersin amacını, kapsamını ve öğrencidenbeklenenleri anlaşılır bir şekilde açıklar. | ||||||
| Dersin kaynaklarını dersin amaçlarına uygun olarak seçer veduyurur. | ||||||
| Ders için önerdiği kaynaklara ulaşmada öğrencilere yolgösterir/yardımcı olur. | ||||||
| Anlatımı (Dersi sunumu) akıcı, açık ve anlaşılırdır. | ||||||
| Öğretim teknolojilerini (etkili bir şekilde) kullanabilir. | ||||||
| Sınıfta çok yönlü iletişim ve etkileşim sağlayacakuygulamalara yer verir. | ||||||
| Geleneksel öğretim strateji yöntem ve teknikleri konusundagelişmiş bir bilgi birikimine sahiptir. | ||||||
| Derste işlediği öğretim yöntemlerini kendi uygulamalarındakullanır. | ||||||
| Ders saatleri dışında ders ile ilgili öğrenciye yeterince zamanayırır. | ||||||
| Derse düzenli olarak gelir ve zamanı etkin kullanır. | ||||||
| Ders sırasında sınıfa hakimiyeti kurmada oldukça başarılıdır. | ||||||
| Güncel konular hakkında öğrencileri bilgilendirir. | ||||||
| Öğrenci görüşlerine açık tutum ve davranışları ile örnek teşkileder. | ||||||
| Başarı ölçme yöntemleri ve araçları (klasik/test/sözlü sınav/proje/ödev vb.) dersin hedef ve içeriği ile uyumludur. | ||||||
| Sınav kağıdımla ilgili soru sormak istediğimde bana yardımcı olur. | ||||||
| Laboratuvar/saha/uygulama çalışmaları dersin amacı ileuyuşmaktadır. | ||||||
| Dersin öğrenme ve öğretme sürecinin yaratıcı düşünme süreç vebecerilerini geliştirir. | ||||||
| Ders güncel konu ve konuklarla desteklenir. | ||||||
| Yukarıdaki sorular dışında iletmek istedikleriniz |