| School/Faculty/Institute |
Graduate School |
| Course Code |
LSC 503 |
| Course Title in English |
Advanced Educational Psychology |
| Course Title in Turkish |
Advanced Educational Psychology |
| Language of Instruction |
EN |
| Type of Course |
Flipped Classroom |
| Level of Course |
Select |
| Semester |
Fall |
| Contact Hours per Week |
| Lecture: 3 |
Recitation: |
Lab: |
Other: |
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| Estimated Student Workload |
133 hours per semester |
| Number of Credits |
5 ECTS |
| Grading Mode |
Standard Letter Grade
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| Pre-requisites |
None |
| Expected Prior Knowledge |
Undergraduate-level educational psychology |
| Co-requisites |
None |
| Registration Restrictions |
Only Graduate Students |
| Overall Educational Objective |
This course aims to help teachers or counselors continue to seek a career or further professional development, reconsider their theoretical knowledge about human development and learning issues, and renew their knowledge in line with the latest research. |
| Course Description |
Throughout the semester, theoretical frameworks will be discussed, focusing on developmental school psychological counseling and developmental teacher education. In addition, concepts such as the construction of knowledge, psycho-social educational practices, school-society relationship, psychologist-society relationship, and measurement-evaluation will be questioned with a multidisciplinary approach. |
| Course Description in Turkish |
Throughout the semester, theoretical frameworks will be discussed, focusing on developmental school psychological counseling and developmental teacher education. In addition, concepts such as the construction of knowledge, psycho-social educational practices, school-society relationship, psychologist-society relationship, and measurement-evaluation will be questioned with a multidisciplinary approach. |
Course Learning Outcomes and Competences
Upon successful completion of the course, the learner is expected to be able to:
1) The student demonstrates that he/she can think critically about the processes he/she has experienced to date, both as a PDR/Psychology student and as a practitioner in these fields.
2) Understands and discusses the differences and similarities between theoretical approaches in written and oral form.
3) Understands the connections between theoretical knowledge, research results, and applications.
4) Applies the learned theoretical approaches and current research results in planning school psychological counseling processes, in-class activities, and the positive development of student interaction.
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| Program Learning Outcomes/Course Learning Outcomes |
1 |
2 |
3 |
4 |
| 1) Ability to investigate innovative ideas in education, evaluate and design best teaching practices |
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| 2) Deep knowledge related to research in education, psychology of K-12 children and social issues affecting success in education |
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| 3) Appreciation of interdisciplinary views from Psychology, Engineering, and Education that will be effective in decision making in educational issues |
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| 4) Ability to design and implement educational programs that will be permanent and good for the benefits of K-12 students |
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| 5) Capability to use technological tools to design educational settings and lessons |
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| 6) Awareness of the importance of being a lifelong learner |
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| 7) Ability to situate themselves in ‘learner’ position when planning educational settings |
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| 8) Competence to evaluate educational research articles |
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| 9) Competence to communicate academically, in writing and orally. |
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Relation to Program Outcomes and Competences
| N None |
S Supportive |
H Highly Related |
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Program Outcomes and Competences |
Level |
Assessed by |
| 1) |
Ability to investigate innovative ideas in education, evaluate and design best teaching practices |
N |
|
| 2) |
Deep knowledge related to research in education, psychology of K-12 children and social issues affecting success in education |
N |
|
| 3) |
Appreciation of interdisciplinary views from Psychology, Engineering, and Education that will be effective in decision making in educational issues |
N |
|
| 4) |
Ability to design and implement educational programs that will be permanent and good for the benefits of K-12 students |
N |
|
| 5) |
Capability to use technological tools to design educational settings and lessons |
N |
|
| 6) |
Awareness of the importance of being a lifelong learner |
N |
|
| 7) |
Ability to situate themselves in ‘learner’ position when planning educational settings |
N |
|
| 8) |
Competence to evaluate educational research articles |
N |
|
| 9) |
Competence to communicate academically, in writing and orally. |
N |
|
| Prepared by and Date |
MELİKE ACAR , March 2024 |
| Course Coordinator |
MELİKE ACAR |
| Semester |
Fall |
| Name of Instructor |
Asst. Prof. Dr. MELİKE ACAR |
Course Contents
| Week |
Subject |
| 1) |
Introduction to the course and review of the course syllabus |
| 2) |
What is a theory? |
| 3) |
Behaviorism, social learning theory, and social cognitive learning theory |
| 4) |
Constructivism and Piaget's Theory of Cognitive Development |
| 5) |
Vygotsky's socio-cultural historical approach to cognitive development |
| 6) |
Comparing Piaget and Vygotsky |
| 7) |
Developmental Science after Piaget |
| 8) |
Structural approaches to social and moral development |
| 9) |
Applications of Structural Approaches for classroom settings |
| 10) |
Motivation |
| 11) |
Stereotype threats in school |
| 12) |
Inclusive education |
| 13) |
Dominant understanding of childhood and education policies in Turkey |
| 14) |
The link between educational psychology and sociology |
| 15) |
Final week |
| 16) |
Final week |