TÜRKÇE
ENGLISH
Information
| Code | EFMZ112 |
| Name | Psychology of Education |
| Term | 2024-2025 Academic Year |
| Semester | 2. Semester |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Doç. Dr. METEHAN ÇELİK |
| Course Instructor |
1 2 Doç. Dr. MUZAFFER SENCER ÖZSEZER (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
Regular attendance to the lesson, regular preparation for the lesson, regular participation in the lesson
Resources
Educational Psychology (Editor: Prof. Dr. Mehmet Engin DENİZ), Educational Psychology (Editor: Prof. Dr. Ayşe ULUSOY)
Notes
Educational Psychology: Development, Learning, Teaching (Editor: Binnur YEŞİLYAPRAK).
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the basic concepts of educational psychology |
| LO02 | Express the basic concepts of development and development |
| LO03 | Explains developmental term and developmental assignments |
| LO04 | Explains the basic patterns of personality development |
| LO05 | Explains the Piagets cognitive developmental levels in terms of learning |
| LO06 | Evaluates the Kohlbergs moral development theory in terms of social change and learning |
| LO07 | Identifies the individualistic and socio-cultural problems related to development and learning |
| LO08 | Gives examples of the interactions between individual differences and socio-cultural factors for learning |
| LO09 | Explain learning and learning theories |
| LO10 | Expresses the differences between operant, classical conditioning and social learning theories |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Explains the concepts and principles related to the lessons (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) within the scope of primary school teachers. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | It creates unique learning environments according to the developmental characteristics of students studying in the primary school (1st, 2nd, 3rd, 4th grade). | 5 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Relates important people (scientists, journalists, painters, writers, etc.) in the historical process with educational practices. | 1 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Use appropriate teaching strategies, methods and techniques in the teaching of the courses (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) in the primary school (1st, 2nd, 3rd, 4th grade) curriculum. | 2 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Becomes aware of the contribution of artistic works and studies to student development and reflects them on teaching practices. | 2 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Uses scientific process skills in solving problems in the field of primary school teachers. | 3 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Uses appropriate methods and techniques for the development of high-level thinking skills of students. | 3 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Plans, implements and evaluates the teaching-learning process, taking into account the developmental characteristics of students, their individual differences and the characteristics of the subject area. | 5 |
| PLO09 | Bilgi - Kuramsal, Olgusal | It uses different measurement and evaluation methods and techniques in the evaluation of teaching processes and learning products. | 3 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Develops appropriate materials to create effective teaching-learning processes and uses information technologies effectively in this process. | 1 |
| PLO11 | Bilgi - Kuramsal, Olgusal | Takes responsibility both individually and together with other relevant persons (family, teacher, administrator, etc.) in solving the problems encountered while carrying out the teaching processes. | 3 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Develops professional knowledge and skills by self-assessment. | 1 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Evaluates the knowledge gained through individual learning skills with a critical approach. | 1 |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | It meets the educational needs in scientific, cultural, artistic, social and technological fields in line with its interests and abilities. | 2 |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | He/she shares his/her thoughts and suggestions on issues related to his/her field, both orally and in writing. | 1 |
| PLO16 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | It communicates effectively with its stakeholders (students, teacher friends, school management and parents) in the educational process and develops strategies to ensure family participation. | 4 |
| PLO17 | Yetkinlikler - Öğrenme Yetkinliği | In the education-teaching process, it acts in accordance with the general aims and basic principles of education. | 3 |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Within the scope of lifelong learning, it designs projects and activities to improve its students, social environment and society. | 1 |
| PLO19 | Yetkinlikler - Öğrenme Yetkinliği | It follows the scientific, artistic, social, economic and technological phenomena and events that occur in its immediate surroundings, in its country and in the world, and reflects it on its educational practices. | 1 |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | It takes into account the multidisciplinary and interdisciplinary nature of the primary school teachers field in planning, implementing and evaluating instruction. | 3 |
| PLO21 | Yetkinlikler - Alana Özgü Yetkinlik | Gains knowledge and skills of planning, implementing and evaluating instruction in multigrade classes. | 1 |
| PLO22 | Yetkinlikler - Alana Özgü Yetkinlik | Follows the developments in her/his field from foreign/international sources. | 2 |
| PLO23 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | By adopting universal and root values, she/he becomes a role model for her students and her environment. | 3 |
| PLO24 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Becomes a model by using Turkish correctly and effectively in her/his daily and professional life. | 1 |
| PLO25 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | As a primary school teacher, she/he is knowledgeable and sensitive about the universality of human and child rights, social justice, quality culture, environment, health and work safety. | 1 |
| PLO26 | Yetkinlikler - Alana Özgü Yetkinlik | It analyzes the relationship between educational philosophies and educational programs and reflects them on teaching practices. | 2 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Educational psychology as science and science | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Basic concepts and principles in educational psychology | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Development areas and developmental periods | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Physical development, language development | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 5 | cognitive development | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 6 | Life stages and personality development | Related readings, observations | Öğretim Yöntemleri: Anlatım, Tartışma |
| 7 | moral development | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | An overview | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Individual differences, social cultural structure; problems and developmental and learning relationships | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | On the basis of social cultural structure and individual differences: our problems with development and learning I | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | Different perspectives in learning psychology: Behavioral, cognitive, social constructors | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Learning Theories: Behavioral Theory, Classical Conditioning | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | Learning Theories: Behavioral Theory, Operant Conditioning | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | Learning Theories: Social Learning Theory | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 15 | Review and discussion | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 16 | Term Exams | An overview | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | An overview | Ölçme Yöntemleri: Yazılı Sınav |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 3 | 42 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 7 | 7 |
| Final Exam | 1 | 18 | 18 |
| Total Workload (Hour) | 109 | ||
| Total Workload / 25 (h) | 4,36 | ||
| ECTS | 4 ECTS | ||