| School/Faculty/Institute | Faculty of Education | ||||
| Course Code | EDS 103 | ||||
| Course Title in English | Educational Psychology | ||||
| Course Title in Turkish | Eğitim Psikolojisi | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Introductory | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 137 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To gain knowledge about the relationship between psychological theories of development and learning and their applications in educational settings as well as to develop critical thinking skills. | ||||
| Course Description | This course is an overview of psychological theories and research as it applies to development and learning. General topics include theories of learning, human development, classroom practices, memory, motivation, metacognition, educational assessment, and classroom strategies to deal with contemporary issues of education. | ||||
| Course Description in Turkish | Bu ders, gelişim ve öğrenme için geçerli olan psikolojik kuramlar ve araştırmalara genel bir bakış niteliğindedir. Genel konular, eğitim ile ilgili güncel konuları ele alacak şekilde öğrenme teorileri, insan gelişimi, sınıf uygulamaları, bellek, motivasyon, üstbiliş, eğitimsel değerlendirme ve sınıfiçi stratejilerini içermektedir. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) present overview of how people develop/learn and how teaching occurs in educational settings according to different psychological theories 2) relate major theories and concepts of human learning, development, and motivation to their own roles as prospective teachers, school counselors, and others who want to work with children 3) apply basic theoretical concepts to field observations and reflected their own educational experiences; 4) exhibit critical reading skills and writing skills 5) understand how the field of educational psychology emerged in the late 19th century and developed to its current standing. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | |||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | |||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | |||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | |||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | |||||
| 6) Internalization and dissemination of professional ethical standards. | |||||
| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | |||||
| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | |||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | |||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | |||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | |||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | |||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | N | |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | N | |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,HW,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | N | |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | N | |
| 6) | Internalization and dissemination of professional ethical standards. | N | |
| 7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | N | |
| 8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | N | |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | HW,Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Exam,HW |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,HW |
| Prepared by and Date | MELİKE ACAR , June 2018 |
| Course Coordinator | MELİKE ACAR |
| Semester | Fall |
| Name of Instructor | Öğr. Gör. ŞEBNEM KIROĞLU |
| Week | Subject |
| 1) | Overview of the syllabus History of educational psychology |
| 2) | Teaching and educational psychology |
| 3) | Early Behaviorism |
| 4) | Social Learning Theory Social Cognitive Learning Theory |
| 5) | Piaget’s Cognitive Development Theory |
| 6) | Piaget’s Cognitive Development Theory |
| 7) | Vygotsky’ Sociocultural-historical Theory of Cognitive Development Bronfenbrenner’s Ecological System Theory |
| 8) | Freud’s Theory of Psychosexual Development Erikson’s Theory of Psychosocial Development |
| 9) | Cognitive Developmental Approaches to Morality: Piaget and Kohlberg |
| 10) | Social Domain Theory |
| 11) | Memory Motivation |
| 12) | Self-Regulation and Self-control Stereotype Threat |
| 13) | Special educational needs and inclusive education |
| 14) | Instructional strategies |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Ormrod, J. E. (2011). Educational Psychology: Developing learners. 7th edition. Pearson. | |||||||||||||||||||||
| Teaching Methods | • Flipped Classroom model will be used while teaching this course. Students will gain first exposure to new course material outside of class, usually via reading or watching lecture videos/audios, and then class time will be used to assimilate that prior knowledge. • Students will access key content individually or in small groups prior to class time, generate their questions, underline the points that they find most difficult or hardly understand, and then meet face-to-face in the larger group with similar misunderstandings to explore content through active learning and engagement strategies. • Students will assume responsibility of their own learning, and study core content either individually or in groups before class and then apply knowledge and skills to a range of activities using higher order thinking. • Lecturing is still important but there will be a greater focus on gaining significant learning opportunities through facilitating active learning, guiding learning, correcting misunderstandings and providing timely feedback, etc. • In the Flipped Classroom setting, there will be a greater focus on concept exploration, meaning making, and demonstration or application of knowledge face-to-face. Students are expected to watch the relevant week’s video/audio before attending the class, and track their progress toward fulfilling the requirements of the course. | |||||||||||||||||||||
| Homework and Projects | Movie Reflection Paper Reflection on a school building | |||||||||||||||||||||
| Laboratory Work | ||||||||||||||||||||||
| Computer Use | ||||||||||||||||||||||
| Other Activities | Field Experience (Details TBA) | |||||||||||||||||||||
| Assessment Methods |
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| Course Administration |
acarmel@mef.edu.tr +90 212 395-3747 Office: 5th Floor |
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| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 2 | 3 | 70 | |||
| Homework Assignments | 9 | 5 | 1 | 1 | 63 | ||
| Midterm(s) | 1 | 3 | 1 | 4 | |||
| Total Workload | 137 | ||||||
| Total Workload/25 | 5.5 | ||||||
| ECTS | 5 | ||||||