Information Package / Course Catalogue
| Guidance and Psychological Counseling | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Education | |||||
| Course Code | PCG 201 | |||||
| Course Title in English | Psychology of Learning | |||||
| Course Title in Turkish | Öğrenme Psikolojisi | |||||
| Language of Instruction | EN | |||||
| Type of Course | Flipped Classroom | |||||
| Level of Course | Intermediate | |||||
| Semester | Fall | |||||
| Contact Hours per Week |
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| Estimated Student Workload | 128 hours per semester | |||||
| Number of Credits | 5 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites | None | |||||
| Expected Prior Knowledge | General knowledge about psychology | |||||
| Co-requisites | None | |||||
| Registration Restrictions | Only Undergraduate Students Only Psychology & Psychological Counseling Students | |||||
| Overall Educational Objective | To learn to understand the process of human learning based on different theoretical perspectives. | |||||
| Course Description | The course introduces learners to the principles of learning and behavior by presenting relevant theoretical and empirical approaches within psychology. The overall emphasis is on the theoretical foundations of psychology as they relate to human learning and behavior. The following topics will be reviewed: historical perspectives of early learning theories, basic principles of different theories of learning. | |||||
| Course Description in Turkish | Bu ders psikoloji bilimi çerçevesinde teorik ve deneysel yaklaşımları gözeterek öğrencilere öğrenme ve davranış ilkelerini tanıtmayı amaçlar. Farklı öğrenme teorileri ve bunların eğitim ortamına uygulanışını bu dersin odağıdır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) describe major historical timelines and perspectives associated with learning theory 2) identify foundational concepts associated with learning theory 3) operate common principles of learning theory into daily practices conducted in different educational settings 4) align major theorists with specific contributions to psychology of human learning 5) analyze and describe empirical research as it relates to the effectiveness of learning and behavior management techniques 6) choose one theory over another when needed. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| 1) Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | ||||||
| 2) Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | ||||||
| 3) Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | ||||||
| 4) Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | ||||||
| 5) Competence in vocational guidance and counseling practices. | ||||||
| 6) Understanding of human relations and interaction. | ||||||
| 7) Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | ||||||
| 8) Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. | ||||||
| 9) Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | ||||||
| 10) Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | ||||||
| 11) Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments. | ||||||
| 12) A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | H | Exam |
| 2) | Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | S | Project |
| 3) | Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | H | Exam |
| 4) | Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | N | |
| 5) | Competence in vocational guidance and counseling practices. | N | |
| 6) | Understanding of human relations and interaction. | S | Project |
| 7) | Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | N | |
| 8) | Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. | S | Exam |
| 9) | Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | N | |
| 10) | Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | N | |
| 11) | Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments. | N | |
| 12) | A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. | N |
| Prepared by and Date | EZGİ TOPLU DEMİRTAŞ , June 2018 |
| Course Coordinator | EZGİ TOPLU DEMİRTAŞ |
| Semester | Fall |
| Name of Instructor | Assoc. Prof. Dr. GÖKÇE KURT |
Course Contents
| Week | Subject |
| 1) | Introduction |
| 2) | Research Methods in Learning |
| 3) | Foundation Concepts in Behaviorism |
| 4) | Instinctive Behavior and Habituation |
| 5) | Counseling Goals and Objectives |
| 6) | Classical Conditioning |
| 7) | Operant Conditioning |
| 8) | Social Learning Theory |
| 9) | Cognitive Learning Theory |
| 10) | Behavior Change Theory |
| 11) | Exam |
| 12) | Final Presentations |
| 13) | Final Presentations |
| 14) | Final Presentations |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | List of readings and indication whether they are required or recommended. 1. Ormrod, J. E.(2012). Human learning (6th Ed.). New Jersey: Pearson Education. 2. Useful study material online on the following web page: https://quizlet.com/subject/Human-Learning%2C-Ormrod/ 3. Recommended Reading: Carey, B. (2016). Nasıl öğreniriz. İstanbul: Butik | ||||||||||||||||||
| Teaching Methods | Instructional strategy and expectations for both students and instructional staff that follow from this. Student work modes (independently and/or in teams). Any work with the outside community – geographic or industry sector. Various teaching methods such as in class activities, pairwork, groupwork, small and large group discussion, lecturing, student presentations, movie watching and reflecting will be used. | ||||||||||||||||||
| Homework and Projects | Use of Reading Materials and Discussions The textbook will be guiding this course. Each student is expected to acquire their own copy. Classroom discussions may not cover all the information covered in the book. However, students will be responsible for all the reading material for in class activities, online & in class discussions, and the final exam. Final exam covers all the material from the beginning. Personal Improvement Project: The entire thrust of this class is to introduce students to the various theories of learning including behavior modification techniques. This is in keeping with the central theme of Counseling the goal of which is to promote change each student will be asked to identify a specific goal and plan for change throughout the semester. The motivation of this project comes from the premise that “Change starts with me.” | ||||||||||||||||||
| Laboratory Work | |||||||||||||||||||
| Computer Use | |||||||||||||||||||
| Other Activities | |||||||||||||||||||
| Assessment Methods |
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| Course Administration |
demirtase@mef.edu.tr - |
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ECTS Student Workload Estimation
| 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 | 1 | 3 | 1 | 70 | ||
| Homework Assignments | 1 | 20 | 1 | 21 | |||
| Midterm(s) | 1 | 8 | 2 | 10 | |||
| Paper Submission | 1 | 3 | 3 | 3 | 9 | ||
| Final Examination | 1 | 16 | 2 | 18 | |||
| Total Workload | 128 | ||||||
| Total Workload/25 | 5.1 | ||||||
| ECTS | 5 | ||||||