TÜRKÇE
ENGLISH
Information
| Code | EFMZ121 |
| Name | Education Psychology |
| Term | 2024-2025 Academic Year |
| Semester | 1. 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 |
| Label | VK Vocational Knowledge Courses C Compulsory |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Arş.Gör.Dr. Ahmet TOGAY |
| Course Instructor |
Öğr. Gör.Dr. Hacı Arif DOĞANÜLKÜ
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
To provide a theoretical, scientific and current perspective on developmental, psychological, social etc. fields and factors that may affect learning and teaching; to ensure that they can transfer this perspective to their lives and experiences.
Course Content
Major concepts and principles about education psychology, Developmental Theories, Learning Theories, Learning Strategies and Instruction- Learning Styles, Socio
Course Precondition
There are no prerequisites for the course.
Resources
• Santrock, J. W. (2018). Eğitim psikolojisi (Çev. Ed. D. M. Siyez). Nobel Akademik Yayıncılık. • Slavin, R. E. (2012). Eğitim psikolojisi: Kuram ve uygulama (Çev. Ed. G. Yüksel). Nobel Akademik Yayıncılık. • Yeşilyaprak, B. (2008). Eğitim psikolojisi: Gelişim-öğrenme-öğretim. Pegem A Yayınları. • Deniz, M. E. (2017). Eğitim psikolojisi. Pegem A Yayınları. • Senemoğlu, N. (2004). Gelişim, öğrenme ve öğretim. Gazi Kitabevi. • Yazgan İnanç, B., Bilgin, M. ve Atıcı, M. (2004). Gelişim psikolojisi. Nobel Akademik Yayıncılık.
Notes
• Miller, P. H. (2008). Gelişim psikolojisi kuramları (Ed. B. Onur). İmge Kitabevi. • Gardner, M. J. ve Gardiner, H.W. (2001). Çocuk ve ergen gelişimi (Ed. B. Onur). İmge Kitabevi.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Defines the basic concepts of educational psychology. |
| LO02 | Explains the basic concepts of development and development. |
| LO03 | List the factors affecting development. |
| LO04 | Explains developmental term and developmental assignments. |
| LO05 | Explains the basic patterns of personality development. |
| LO06 | Explains the importance of Piaget's cognitive development levels in terms of learning. |
| LO07 | Interprets the Kohlbergs moral development theory in terms of social change and learning. |
| LO08 | Recommends realistic, feasible solutions to learning problems. |
| LO09 | Interprets the different theoretical and practical perspectives on learning. |
| LO10 | Identifies the individualistic and socio-cultural problems related to development and learning. |
| LO11 | Gives examples of the interactions between individual differences and socio-cultural factors for learning. |
| LO12 | Explains the characteristics of learning and learning theories. |
| LO13 | Tells the factors affecting learning. |
| LO14 | Explain how operant and classical conditioning occur. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Recognize the scientific foundations of education | 5 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Explains the knowledge generation method of social sciences. | |
| PLO03 | Bilgi - Kuramsal, Olgusal | Graduate of Social Studies Education; Explain the basic concepts and principles of social sciences. | |
| PLO04 | Beceriler - Bilişsel, Uygulamalı | He/she evaluates the information he/she has learned with a critical approach by gaining the ability to access the information sources he/she needs. | 3 |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | Can identify practices that will create democratic learning environments and make the classroom a part of real life | 2 |
| PLO06 | Yetkinlikler - Alana Özgü Yetkinlik | Plans the teaching-learning process by taking into account the individual differences of the students and the characteristics of the subject area. | |
| PLO07 | Yetkinlikler - Alana Özgü Yetkinlik | It uses methods that will develop students' empathy, critical and creative thinking, effective decision-making and problem-solving skills in line with human values. | |
| PLO08 | Yetkinlikler - Alana Özgü Yetkinlik | Develops original materials and uses information technologies to make student-centered teaching effective. | |
| PLO09 | Yetkinlikler - Alana Özgü Yetkinlik | Avoiding being mechanical in measurement and evaluation, she (he) can use creative and careful forms that will ensure the versatile development of students. | |
| PLO10 | Yetkinlikler - Alana Özgü Yetkinlik | Can meaningfully relate the disciplines that contribute to the content of the Social Studies course by applying the special teaching methods required by the program. | |
| PLO11 | Yetkinlikler - Öğrenme Yetkinliği | By recognizing the cultural structures of the society she (he) lives in and other societies, she (he) evaluates the causes and consequences of the changes throughout history. | |
| PLO12 | Yetkinlikler - Öğrenme Yetkinliği | Defines the place where he lives on the world. Evaluate the social, political and economic effects of mathematical position and what kind of results this situation has created throughout history | |
| PLO13 | Yetkinlikler - Öğrenme Yetkinliği | Distinguish the importance of benefiting from natural sciences and fine arts as well as social sciences in order to perceive the world multidimensionally. In addition to his professional development, he constantly improves himself by determining the educational needs in scientific, cultural, artistic and social fields in line with his interests and abilities. | |
| PLO14 | Yetkinlikler - Öğrenme Yetkinliği | Can make self-assessment regarding the professional competencies he/she has | 2 |
| PLO15 | Yetkinlikler - Öğrenme Yetkinliği | Values lifelong learning | 5 |
| PLO16 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Can communicate effectively in different cultures (rural-urban), social environment and students, argues that problems can be solved by peaceful methods | |
| PLO17 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | By avoiding discrimination, it defends that living a life in accordance with human rights and human dignity is valid and necessary for all people. | 4 |
| PLO18 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Creates a citizen-teacher model. As a participating member of civil society; He tries to find solutions to the problems of the school he works in, the environment he works in, the society he lives in and today's world. | |
| PLO19 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Values self-confidence, the courage to question and the power to change. Willing to work hard and take responsibility for this | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Science and educational psychology | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | The basic definitions principles of educational and developmental psychology | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Developmental stages and domains | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 4 | Physical development, language development | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Cognitive development | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 6 | Personality development and stages | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Moral development | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 8 | Mid-Term Exam | Preparation for exam | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | The nature of learning and factors affecting learning | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | Different perspectives in learning psychology: Behavioral Approaches | Related readings, observations, interviews etc. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | Different perspectives in the psychology of learning: Social-Cognitive Approaches | Related readings, observations, interviews etc. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Different perspectives in the psychology of learning: Information Processing Theory | Related readings, observations, interviews etc. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | Different perspectives in learning psychology: Gestalt | Related readings, observations | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | Different perspectives in learning psychology: Humanistic Approach | Related readings, observations and compositions | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması |
| 15 | Learning and teaching | Related readings, observations | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 16 | Term Exams | Preparation for exam | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | Preparation for exam | 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 | 1 | 3 | 3 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 6 | 6 |
| Final Exam | 1 | 14 | 14 |
| Total Workload (Hour) | 107 | ||
| Total Workload / 25 (h) | 4,28 | ||
| ECTS | 4 ECTS | ||