Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| LEARNING PSYCHOLOGY II | PCG2215741 | Spring 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. Uzay Ergün |
| Aim | The aim of this course is to provide students with theoretical knowledge about the specific problems frequently experienced in learning environments related to the field of learning psychology and also to examine examples of effective interventions for problem areas. |
| Course Content | This course contains; Learning psychology and individual differences,Attention, Intelligence and Learning,Developing effective study skills,Improving academic self-esteem,Improving academic motivation,Prevention of self-sabotage,Developing academic self-efficacy,Dealing effectively with academic procrastination,Effective interventions against learned helplessness,Interventions for effective coping with test anxiety,Developing social-emotional learning skills,Preventing school refusal and dropout,Developing a positive school climate,Effective best practices in inclusive education. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| List the problems frequently encountered in learning environments in the context of learning psychology. | 10, 16, 9 | B, C |
| List effective psychoeducational interventions that can be applied against common problems in learning environments in the context of learning psychology. | 10, 16, 9 | B, C |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | B: Short Answer Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Learning psychology and individual differences | Lesson notes |
| 2 | Attention, Intelligence and Learning | Lesson notes |
| 3 | Developing effective study skills | Lesson notes |
| 4 | Improving academic self-esteem | Lesson notes |
| 5 | Improving academic motivation | Lesson notes |
| 6 | Prevention of self-sabotage | Lesson notes |
| 7 | Developing academic self-efficacy | Lesson notes |
| 8 | Dealing effectively with academic procrastination | Lesson notes |
| 9 | Effective interventions against learned helplessness | Lesson notes |
| 10 | Interventions for effective coping with test anxiety | Lesson notes |
| 11 | Developing social-emotional learning skills | Lesson notes |
| 12 | Preventing school refusal and dropout | Lesson notes |
| 13 | Developing a positive school climate | Lesson notes |
| 14 | Effective best practices in inclusive education | Lesson notes |
| Resources |
| Slavin, R. E. (2018). Educational psychology: Theory and practice. Pearson. |
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. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | X | |||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 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. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | 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 | 3 | 3 | 9 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 1 | 2 | |||
| Term Project | 2 | 1 | 2 | |||
| Presentation of Project / Seminar | 3 | 4 | 12 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 6 | 4 | 24 | |||
| General Exam | 12 | 7 | 84 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 133 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(133/30) | 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 II | PCG2215741 | Spring 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. Uzay Ergün |
| Aim | The aim of this course is to provide students with theoretical knowledge about the specific problems frequently experienced in learning environments related to the field of learning psychology and also to examine examples of effective interventions for problem areas. |
| Course Content | This course contains; Learning psychology and individual differences,Attention, Intelligence and Learning,Developing effective study skills,Improving academic self-esteem,Improving academic motivation,Prevention of self-sabotage,Developing academic self-efficacy,Dealing effectively with academic procrastination,Effective interventions against learned helplessness,Interventions for effective coping with test anxiety,Developing social-emotional learning skills,Preventing school refusal and dropout,Developing a positive school climate,Effective best practices in inclusive education. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| List the problems frequently encountered in learning environments in the context of learning psychology. | 10, 16, 9 | B, C |
| List effective psychoeducational interventions that can be applied against common problems in learning environments in the context of learning psychology. | 10, 16, 9 | B, C |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | B: Short Answer Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Learning psychology and individual differences | Lesson notes |
| 2 | Attention, Intelligence and Learning | Lesson notes |
| 3 | Developing effective study skills | Lesson notes |
| 4 | Improving academic self-esteem | Lesson notes |
| 5 | Improving academic motivation | Lesson notes |
| 6 | Prevention of self-sabotage | Lesson notes |
| 7 | Developing academic self-efficacy | Lesson notes |
| 8 | Dealing effectively with academic procrastination | Lesson notes |
| 9 | Effective interventions against learned helplessness | Lesson notes |
| 10 | Interventions for effective coping with test anxiety | Lesson notes |
| 11 | Developing social-emotional learning skills | Lesson notes |
| 12 | Preventing school refusal and dropout | Lesson notes |
| 13 | Developing a positive school climate | Lesson notes |
| 14 | Effective best practices in inclusive education | Lesson notes |
| Resources |
| Slavin, R. E. (2018). Educational psychology: Theory and practice. Pearson. |
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. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | X | |||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 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. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |