TÜRKÇE
ENGLISH
Information
| Unit | FACULTY OF EDUCATION |
| ENGLISH LANGUAGE TEACHING PR. | |
| Code | EFMZ106 |
| Name | Psychology Of Education |
| Term | 2019-2020 Academic Year |
| Semester | 2. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 3 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Label | VK Vocational Knowledge Courses C Compulsory |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Doç. Dr. METEHAN ÇELİK |
| Course Instructor |
Dr. Öğr. Üyesi FATOŞ BULUT ATEŞ
(Bahar)
(A Group)
(Ins. in Charge)
ERSUN ÇIPLAK (Bahar) (B Group) (Ins. in Charge) |
Course Goal / Objective
To gain a theoretical, scientific and up-to-date perspective into the developmental, psychological, socio-cultural etc.factors effecting learning and teaching; reflecting this perspective upon their experiences or observed situations
Course Content
Major concepts and principles about education psychology, Developmental Theories, Learning Theories, Learning Strategies and Instruction- Learning Styles, Socio-cultural theories.
Course Precondition
Resources
Notes
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explain the basic concepts of educational psychology. |
| LO02 | Explain the basic concepts of development and development. |
| LO03 | Explain the factors affecting development. |
| LO04 | Can explain the development period and development assignments. |
| LO05 | Can explain basic patterns in personality development |
| LO06 | Explain the truth of Piagetin's cognitive development levels in terms of learning. |
| LO07 | Evaluate Kohlberg's theory of moral development on the basis of social change. |
| LO08 | It can offer realistic suggestions for the prevention or solution of learning problems. |
| LO09 | Theory and practice can also explain different perspectives on learning |
| LO10 | Can identify personal and social problems in terms of development and learning. |
| LO11 | In terms of development and learning, it can give examples of individual differences and interaction patterns of social-cultural life. |
| LO12 | Explain learning and learning theories. |
| LO13 | Explain the factors affecting learning. |
| LO14 | Explain operant and classical conditioning. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | - | Students have knowledge on theory, practice and terminology in the area of learning and teaching English as a foreign language | 3 |
| PLO02 | - | Knowledge on the basic concept, theories and movement in the areas of linguistics, culture, literature, translation and communication. | 3 |
| PLO03 | - | Knowledge on learner variables such as age, level, learning styles and strategies and their impact on the process of learning and teaching English | 3 |
| PLO04 | - | Students have knowledge on qualitative and quantitative research methods in the area | 1 |
| PLO05 | - | Students can reconstruct knowledge by using pedagogical skills, and develop lesson plans, methods, materials, activities and assessment samples by taking learners´´ ages, levels and needs into account | 3 |
| PLO06 | - | Use information technologies effectively in the process of planning both learning and teaching by taking developmental characteristics and individual differences of learners into account | 2 |
| PLO07 | - | Analyze teaching materials with a critical perspective and adopt and develop these teaching materials | 1 |
| PLO08 | - | Evaluate the problems in the process of English language teaching and offer effective solutions to these problems | 1 |
| PLO09 | - | Use teaching methods and techniques in order to develop learners´´ critical and creative thinking skills, and problem solving skills | |
| PLO10 | - | Evaluate the students´´ learning outcomes multi-directionally by using various methods | |
| PLO11 | - | Students can take responsibility as an individual and as a member of a team to solve the problems in English language teaching and can develop pedagogical knowledge and skills in a continuous manner | |
| PLO12 | - | Develop independent behavioral skills such as taking initiative and being creative in teaching practices | |
| PLO13 | - | Students can recognize themselves as individuals and use their strengths and learn from their weaknesses | |
| PLO14 | - | Use the ways to access information effectively | |
| PLO15 | - | Use language learning strategies effectively | |
| PLO16 | - | Students can use information and communication strategies in the area of English language teaching | |
| PLO17 | - | Be aware of cultural factors at a national and international level which might be influential in English language teaching | |
| PLO18 | - | Students can recognize the structure, purpose and function of the National Education System and act in accordance with the legislation, democratic, social, scientific and cultural values, and professional code of ethics | |
| PLO19 | - | Communicate with the school administration, parents, colleagues and non-governmental organizations in order to develop individual, psychological, ethical, social and cultural skills of learners | |
| PLO20 | - | Students can have professional self-confidence and grasp , internalize and implement social and cultural responsibilities as a teacher |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Science and educational psychology | None | |
| 2 | The basic definitions principles of educational and developmental psychology | Related readings, observations | |
| 3 | Developmental stages and domains | Related readings, observations | |
| 4 | Physical development, language development | Related readings, observations | |
| 5 | Cognitive development | Related readings, observations | |
| 6 | Personality development and stages | Related readings, observations | |
| 7 | Moral development | Related readings, observations | |
| 8 | Mid-Term Exam | Related readings, observations | |
| 9 | Individual differences, socio-cultural context, development and learning interactions | Related readings, observations | |
| 10 | Problems of development and learning based on socio-cultural context I | Related readings, observations, interviews etc. | |
| 11 | Problems of development and learning based on socio-cultural context II | Related readings, observations, interviews etc. | |
| 12 | Problems of development and learning based on socio-cultural context III | Related readings, observations, interviews etc. | |
| 13 | Behavioral, cognitive, socio-cultural learning theories | Related readings, observations | |
| 14 | Motivation | Related readings, observations and compositions | |
| 15 | Review and discussions | Related readings, observations | |
| 16 | Term Exams | ||
| 17 | Term Exams |
Assessment (Exam) Methods and Criteria
| Assessment Type | Midterm / Year Impact | End of Term / End of Year Impact |
|---|---|---|
| 1. Midterm Exam | 100 | 20 |
| General Assessment | ||
| Midterm / Year Total | 100 | 20 |
| 1. Final Exam | - | 80 |
| Grand Total | - | 100 |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 2 | 28 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 2 | 28 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 4 | 4 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 6 | 6 |
| Final Exam | 1 | 16 | 16 |
| Total Workload (Hour) | 82 | ||
| Total Workload / 25 (h) | 3,28 | ||
| ECTS | 3 ECTS | ||