Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| LEARNING PSYCHOLOGY I | PCG2115735 | Fall Semester | 2+0 | 2 | 4 |
| 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. Gökçe GÜVERCİN SEÇKİN |
| Name of Lecturer(s) | Assist.Prof. Gökçe GÜVERCİN SEÇKİN |
| Assistant(s) | Res. Asst. Naile OSMANOĞLU |
| Aim | The aim of this course is to examine key issues in the psychology of learning, including development, cognition, behavior, emotion and culture. It also aims to explore the major theories and how these theories can be applied to become more effective teachers and learners. |
| Course Content | This course contains; Introduction: Meeting the students and course overview,Brief Introduction to Learning: What is Learning? Concept of Learning,Factors Affecting Learning,Mental Processes Related to Learning,Learning Theories Timeline and History,Behaviorist Theory,Behaviorist Theory,Social Cognitive Theory,Social Cognitive Theory,Cognitive Theory,Cognitive Theory ,Developmental and Contextual Perspectives,Developmental and Contextual Perspectives,General overview. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students describe human learning from behavioral, cognitive, social cognitive and constructivist perspectives by the end of this semester. | A, B, C | |
| Relate cognitive, psychological and social development in childhood and adolescence. | A, B, C | |
| Students explain complex cognitive processes, such as metacognition, self-efficacy, concept learning, problem solving and the transfer of knowledge and learning. | A, B, C | |
| Comprehends how to apply different teaching strategies, classroom management and assessments. | A, B, C |
| Teaching Methods: | |
| Assessment Methods: | A: Traditional Written Exam, B: Short Answer Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction: Meeting the students and course overview | |
| 2 | Brief Introduction to Learning: What is Learning? Concept of Learning | Weekly readings |
| 3 | Factors Affecting Learning | Weekly readings |
| 4 | Mental Processes Related to Learning | Weekly readings |
| 5 | Learning Theories Timeline and History | Weekly readings |
| 6 | Behaviorist Theory | Weekly readings |
| 7 | Behaviorist Theory | Weekly readings |
| 8 | Social Cognitive Theory | Weekly readings |
| 9 | Social Cognitive Theory | Weekly readings |
| 10 | Cognitive Theory | Weekly readings |
| 11 | Cognitive Theory | Weekly readings |
| 12 | Developmental and Contextual Perspectives | Weekly readings |
| 13 | Developmental and Contextual Perspectives | Weekly readings |
| 14 | General overview | Weekly readings |
| Resources |
| Ormrod, J. E. (2014). Human learning (7th ed.). Englewood Cliffs, NJ: Prentice Hall. Powerpoint presentations. |
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 principles of 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. | ||||||
| 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. | ||||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | ||||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | ||||||
| 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. | X | |||||
| 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. | X | |||||
| 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 | 6 | 6 | 36 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 1 | 1 | |||
| Term Project | 3 | 3 | 9 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 5 | 5 | 25 | |||
| General Exam | 6 | 6 | 36 | |||
| Performance Task, Maintenance Plan | 1 | 1 | 1 | |||
| Total Workload(Hour) | 108 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(108/30) | 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 | PCG2115735 | Fall Semester | 2+0 | 2 | 4 |
| 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. Gökçe GÜVERCİN SEÇKİN |
| Name of Lecturer(s) | Assist.Prof. Gökçe GÜVERCİN SEÇKİN |
| Assistant(s) | Res. Asst. Naile OSMANOĞLU |
| Aim | The aim of this course is to examine key issues in the psychology of learning, including development, cognition, behavior, emotion and culture. It also aims to explore the major theories and how these theories can be applied to become more effective teachers and learners. |
| Course Content | This course contains; Introduction: Meeting the students and course overview,Brief Introduction to Learning: What is Learning? Concept of Learning,Factors Affecting Learning,Mental Processes Related to Learning,Learning Theories Timeline and History,Behaviorist Theory,Behaviorist Theory,Social Cognitive Theory,Social Cognitive Theory,Cognitive Theory,Cognitive Theory ,Developmental and Contextual Perspectives,Developmental and Contextual Perspectives,General overview. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students describe human learning from behavioral, cognitive, social cognitive and constructivist perspectives by the end of this semester. | A, B, C | |
| Relate cognitive, psychological and social development in childhood and adolescence. | A, B, C | |
| Students explain complex cognitive processes, such as metacognition, self-efficacy, concept learning, problem solving and the transfer of knowledge and learning. | A, B, C | |
| Comprehends how to apply different teaching strategies, classroom management and assessments. | A, B, C |
| Teaching Methods: | |
| Assessment Methods: | A: Traditional Written Exam, B: Short Answer Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction: Meeting the students and course overview | |
| 2 | Brief Introduction to Learning: What is Learning? Concept of Learning | Weekly readings |
| 3 | Factors Affecting Learning | Weekly readings |
| 4 | Mental Processes Related to Learning | Weekly readings |
| 5 | Learning Theories Timeline and History | Weekly readings |
| 6 | Behaviorist Theory | Weekly readings |
| 7 | Behaviorist Theory | Weekly readings |
| 8 | Social Cognitive Theory | Weekly readings |
| 9 | Social Cognitive Theory | Weekly readings |
| 10 | Cognitive Theory | Weekly readings |
| 11 | Cognitive Theory | Weekly readings |
| 12 | Developmental and Contextual Perspectives | Weekly readings |
| 13 | Developmental and Contextual Perspectives | Weekly readings |
| 14 | General overview | Weekly readings |
| Resources |
| Ormrod, J. E. (2014). Human learning (7th ed.). Englewood Cliffs, NJ: Prentice Hall. Powerpoint presentations. |
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 principles of 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. | ||||||
| 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. | ||||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | ||||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | ||||||
| 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. | X | |||||
| 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. | X | |||||
| 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 | |