TÜRKÇE
ENGLISH
Information
| Code | KEP403 |
| Name | Education Physicology |
| Term | 2022-2023 Academic Year |
| Semester | 7. Semester |
| Duration (T+A) | 2-0 (T-A) (32 Week) |
| ECTS | 5 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Konservatuar - Kültür |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. ÜLVİYYE AKBAŞ |
| Course Instructor |
Sabit AKBAŞ
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
The aim of this course is to give information and an understanding about the developmental characteristics and learning processes of educators and students in the educational process.
Course Content
Education-Psychology relationship, definition and functions of educational psychology, basic concepts of learning and development, developmental characteristics (physical, cognitive, emotional, social and moral development), learning theories, reflections of learning theories on teaching processes, effective learning, factors affecting learning ( motivation, individual factors, group dynamics and the effects of these factors on the classroom teaching process).
Course Precondition
There are no prerequisites for the course
Resources
Senemoğlu, Nuray. (2004). Gelişim Öğrenme ve Öğretim, Gazi Kitapevi, Ankara.Özbay, Yaşar. (2004). Gelişim ve Öğrenme Psikolojisi, Pegem Yayıncılık, Ankara.
Notes
Ulusoy, Ayten. (2008). Editör. Eğitim Psikolojisi, Anı Yayıncılık,Ankara.Deniz, Engin. (2010). Eğitim Psikolojisi, Maya Akademi, Ankara.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | With the awareness of his responsibility, he gains the sensitivity of being a national and international artist. |
| LO02 | Evaluates and performs the advanced knowledge and skills acquired in the field with a critical approach. |
| LO03 | In addition to his professional development, he constantly improves himself in scientific, social, cultural and sports fields for his personal development. |
| LO04 | Gains the habit and awareness of having artistic ethics and professional discipline. |
| LO05 | With his professional knowledge, he makes theoretical studies to recognize national and international music literature. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Gains the ability to play and interpret works within the scope of string literature in accordance with the periods and styles of Baroque, Classical, Romantic and Contemporary composers. | |
| PLO02 | Beceriler - Bilişsel, Uygulamalı | Performs the works in the String Instruments literature technically and musically. | |
| PLO03 | Bilgi - Kuramsal, Olgusal | With the instrument skill he has gained, his technical dominance on the instrument and his universal knowledge of his field, he conducts theoretical studies to familiarize himself with the national and international String Instruments literature. | |
| PLO04 | Beceriler - Bilişsel, Uygulamalı | With the instrument skill he has gained, his technical dominance on the instrument and his universal knowledge of his field, he conducts practical studies to familiarize himself with the national and international String Instruments literature. | |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | Musical memory develops due to the necessity of memorizing the works of various difficulty levels from each musical period that has been made compulsory to be played in concerts and exams. | |
| PLO06 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Students are able to independently carry out an advanced study related to their own field. | |
| PLO07 | Yetkinlikler - Öğrenme Yetkinliği | Have the ability to develop a positive attitude towards the String Training Programme. | |
| PLO08 | Yetkinlikler - Öğrenme Yetkinliği | Evaluates and performs the advanced knowledge, skills and technical achievements acquired in the field with a critical approach. | |
| PLO09 | Yetkinlikler - Öğrenme Yetkinliği | Have the ability to improve himself/herself in social and cultural areas in addition to his/her professional development. | 4 |
| PLO10 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Have the responsibility of being a national and international an artist. | |
| PLO11 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Gain a professional discipline and ethics of art. | 5 |
| PLO12 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Have the ability of working collobaratively with his/her colleagues. | |
| PLO13 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Gains the ability to use at least one foreign language and to use information and communication technologies in order to follow current developments in the relationship of art with science and other fields. | |
| PLO14 | Yetkinlikler - Alana Özgü Yetkinlik | He also performs the works he will play on stage with musical techniques and methods, solo or with the help of any chamber music, orchestra and correpetition. | |
| PLO15 | Yetkinlikler - Alana Özgü Yetkinlik | Have the ability to be able to perform the required works on international platforms. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction to the psychology of development and learning. | Related topics on the textbook | Öğretim Yöntemleri: Tartışma, Anlatım |
| 2 | The nature of the development. | Yeşilyaprak ss.31,49 | Öğretim Yöntemleri: Tartışma |
| 3 | Physical and psychomotor development | Yeşilyaprak,ss.56,75 | Öğretim Yöntemleri: Tartışma |
| 4 | Cognitive development | Yeşilyaprak,ss.82 ,96 | Öğretim Yöntemleri: Tartışma |
| 5 | Language development | Yeşilyaprak,ss.100,115 | Öğretim Yöntemleri: Tartışma |
| 6 | Personality development | Yeşilyaprak,ss.120,122 | Öğretim Yöntemleri: Tartışma |
| 7 | Freud´s theoretical perspectives & approaches on personality development | Yeşilyaprak,ss.121 | Öğretim Yöntemleri: Tartışma |
| 8 | Freud´s theory of topographic personality | Yeşilyaprak,ss.122 | Öğretim Yöntemleri: Tartışma |
| 9 | Freud´s theory of structural personality | Yeşilyaprak,ss.123 | Öğretim Yöntemleri: Tartışma |
| 10 | Psychosexual Development Theory | Yeşilyaprak,ss.124 | Öğretim Yöntemleri: Tartışma |
| 11 | Erikson´s Theory of Psychosocial Development | Yeşilyaprak,ss.127 | Öğretim Yöntemleri: Tartışma |
| 12 | Psychosocial Development Stages | Yeşilyaprak,ss.128 | Öğretim Yöntemleri: Tartışma |
| 13 | Moral Development | Yeşilyaprak,ss.128,135 | Öğretim Yöntemleri: Tartışma |
| 14 | Piaget´s Theory of Moral Development | Yeşilyaprak,ss.136 | Öğretim Yöntemleri: Tartışma |
| 15 | Kohlberg´s Theory of Moral Development | Yeşilyaprak,ss.136,139 | Öğretim Yöntemleri: Tartışma |
| 16 | Mid-Term Examination | Ölçme Yöntemleri: Yazılı Sınav |
|
| 17 | The Nature of learning | Yeşilyaprak,ss.154 | Öğretim Yöntemleri: Tartışma |
| 18 | The basic concepts of nature of learning | Yeşilyaprak,ss.155 | Öğretim Yöntemleri: Tartışma |
| 19 | Biological basis of learning | Yeşilyaprak,ss.159 | Öğretim Yöntemleri: Tartışma |
| 20 | Factors that affect learning | Yeşilyaprak,ss.165 | Öğretim Yöntemleri: Tartışma |
| 21 | Behavioral Approaches to Learning | Senemoğlu,ss.85 | Öğretim Yöntemleri: Tartışma |
| 22 | Behavioral Learning Theories | Yeşilyaprak,ss.182 | Öğretim Yöntemleri: Tartışma |
| 23 | Classical conditioning | Senemoğlu,ss.95 | Öğretim Yöntemleri: Tartışma |
| 24 | Operant conditioning | Yeşilyaprak,ss.192 | Öğretim Yöntemleri: Tartışma |
| 25 | Implementation of Behavioral approaches to the the classroom environment | Yeşilyaprak,ss.202 | Öğretim Yöntemleri: Tartışma |
| 26 | Social Learning Theory | Yeşilyaprak,ss.218 | Öğretim Yöntemleri: Tartışma |
| 27 | Implementation of the Social Learning Theory in the classroom | Yeşilyaprak,ss.236 | Öğretim Yöntemleri: Tartışma |
| 28 | Gestalt and Humanistic Approach to learning | Kaya ss.439-462 | Öğretim Yöntemleri: Tartışma |
| 29 | Implementation of Gestalt and Humanistic approach to learning in the classroom | Kaya ss.457 | Öğretim Yöntemleri: Tartışma |
| 30 | Information processing model | Kaya ss.463-493 | Öğretim Yöntemleri: Tartışma |
| 31 | The implementation of the information processing model in the classroom | Kaya ss.483 | Öğretim Yöntemleri: Tartışma |
| 32 | Final Examination | Ölçme Yöntemleri: Yazılı Sınav |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 29 | 2 | 58 |
| Out of Class Study (Preliminary Work, Practice) | 29 | 2 | 58 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 2 | 2 | 4 |
| Final Exam | 1 | 2 | 2 |
| Total Workload (Hour) | 122 | ||
| Total Workload / 25 (h) | 4,88 | ||
| ECTS | 5 ECTS | ||