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

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

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 Competences

Upon 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) 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.	S	Project
2)	Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment.	N
3)	Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage.	H	HW
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	HW
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.	H	Exam
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	MELİKE ACAR , June 2018
Course Coordinator	MELİKE ACAR
Semester	Fall
Name of Instructor	Assoc. Prof. Dr. GÖKÇE KURT

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 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

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