Elementary Mathematics Education
Bachelor	Length of the Programme: 4	Number of Credits: 240	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF: Level 6

ECTS Course Information Package

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

Type of Course

Flipped Classroom

Level of Course

Introductory

Semester

Fall

Contact Hours per Week

Lecture: 3

Recitation:

Lab:

Other:

Estimated Student Workload

137 hours per semester

Number of Credits

5 ECTS

Grading Mode

Standard Letter Grade

Pre-requisites

None

Co-requisites

None

Expected Prior Knowledge

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 Learning Outcomes and Competences

Upon successful completion of the course, the learner is expected to be able to:
1) Present an 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 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) Apply effective and student-centered specific teaching methods and strategies in order to improve students’ mathematical thinking and problem solving skills.
2) Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics.
3) Demonstrate knowledge in various areas of mathematics (such as analysis, algebra, linear algebra, geometry, topology, mathematical modeling, statistics and probability, differential equations) and nature of science and mathematics.
4) Display knowledge and skills in developing programs, teaching technologies and materials in order to teach mathematics in effective and meaningful ways based on student needs.
5) Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning.
6) Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness.
7) Collaborate and respectively communicate with colleagues and student parents such that students learn mathematics in best ways and at the same time feel happy and safe. Work effectively within teams of their own discipline and multi-disciplinary as well as take individual responsibility when they work alone.
8) Have awareness of need for life-long learning. Access information and following developments in education, science and technology. Display skills of solving problems related to their field, renew and improve themselves and critically analyze and question their own work. Use information technologies in effective ways.
9) Use scientific investigation effectively to solve problems in mathematics teaching and learning based on scientific methods. Critically investigate, analyze and make a synthesis of data, and develop solutions to problems based on data and scientific sources.
10) Exhibit skills of communicating effectively in oral and written Turkish and command of English at least at B2 general level of European Language Portfolio.
11) Have awareness of and sensitivity to different cultures, values and students’ democratic rights.
12) Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws.
13) Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities.
14) Display knowledge in national culture and history as well as international cultures and recognize their richness. Have awareness of and participate to developments in society, culture, arts and technology.

Relation to Program Outcomes and Competences

N None	S Supportive	H Highly Related

	Program Outcomes and Competences	Level	Assessed by
1)	Apply effective and student-centered specific teaching methods and strategies in order to improve students’ mathematical thinking and problem solving skills.	N
2)	Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics.	N
3)	Demonstrate knowledge in various areas of mathematics (such as analysis, algebra, linear algebra, geometry, topology, mathematical modeling, statistics and probability, differential equations) and nature of science and mathematics.	N
4)	Display knowledge and skills in developing programs, teaching technologies and materials in order to teach mathematics in effective and meaningful ways based on student needs.	N
5)	Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning.	S	Exam,HW,Participation,Project
6)	Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness.	H	Exam,HW,Presentation,Project
7)	Collaborate and respectively communicate with colleagues and student parents such that students learn mathematics in best ways and at the same time feel happy and safe. Work effectively within teams of their own discipline and multi-disciplinary as well as take individual responsibility when they work alone.	N
8)	Have awareness of need for life-long learning. Access information and following developments in education, science and technology. Display skills of solving problems related to their field, renew and improve themselves and critically analyze and question their own work. Use information technologies in effective ways.	N
9)	Use scientific investigation effectively to solve problems in mathematics teaching and learning based on scientific methods. Critically investigate, analyze and make a synthesis of data, and develop solutions to problems based on data and scientific sources.	H	Exam,HW,Participation,Project
10)	Exhibit skills of communicating effectively in oral and written Turkish and command of English at least at B2 general level of European Language Portfolio.	S	HW,Project
11)	Have awareness of and sensitivity to different cultures, values and students’ democratic rights.	N
12)	Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws.	S	Participation
13)	Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities.	N
14)	Display knowledge in national culture and history as well as international cultures and recognize their richness. Have awareness of and participate to developments in society, culture, arts and technology.	N

Prepared by and Date	MELİKE ACAR , June 2018
Course Coordinator	MELİKE ACAR
Semester	Fall
Name of Instructor	Asst. Prof. Dr. MELİKE ACAR

Course Contents

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 face-to-face demonstration or application of knowledge. 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

Assessment Methods

Assessment Tools	Count	Weight
Attendance	1	% 5
Homework Assignments	1	% 20
Project	1	% 20
Midterm(s)	1	% 30
Paper Submission	1	% 25
TOTAL		% 100

Course Administration

acarmel@mef.edu.tr
+90 212 395-3747
Office: 5th Floor

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	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