COP4339 Zenna-Research Literacy and Data EffectBahçeşehir UniversityDegree Programs PSYCHOLOGYGeneral Information For StudentsDiploma SupplementErasmus Policy StatementNational QualificationsBologna Commission
PSYCHOLOGY
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

Course Introduction and Application Information

Course Code Course Name Semester Theoretical Practical Credit ECTS
COP4339 Zenna-Research Literacy and Data Effect Spring 3 0 3 5
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction: English
Type of course: Non-Departmental Elective
Course Level: Bachelor’s Degree (First Cycle)
Mode of Delivery: Face to face
Course Coordinator : Prof. Dr. İDİL KARADEMİRLİDAĞ SUHER
Course Objectives: In this course, it is aimed that the students gain command of market research terminology, research management skills and competence to conduct research.

Learning Outcomes

The students who have succeeded in this course;
1- To be able to dominate market research terminology
2- To understand the types of research and when they are used.
3- To define the elements to be considered in the analysis
4- To obtain the ability to prepare a questionnaire
5- To gain the skill of reporting
6- To develop Research-Literacy skills

Course Content

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Terminology used in the research
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative

Sources

Course Notes / Textbooks:
References: • Dursun, Ö. HE. & Odabasi, H. F. (2011). Multimedia design. Ankara: Pegem Academy.
• Mayer, R. (2005). The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.
• Counts, E. L. (2003). Multimedia Design and Production for Students and Teachers. Boston: Allyn & Bacon.
• Akpınar, Y. (2005). Computer Aided Instruction. Ankara, TURKEY: Ani Publishing.

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Total %
PERCENTAGE OF SEMESTER WORK % 0
PERCENTAGE OF FINAL WORK %
Total %

ECTS / Workload Table

Activities Number of Activities Workload
Presentations / Seminar 2 2
Total Workload 2

Contribution of Learning Outcomes to Programme Outcomes

No Effect 1 Lowest 2 Low 3 Average 4 High 5 Highest
           
Program Outcomes Level of Contribution
1) To develop an interest in the human mind and behavior, to be able to evaluate theories using empirical findings, to understand that psychology is an evidence-based science by acquiring critical thinking skills.
2) To gain a biopsychosocial perspective on human behavior. To understand the biological, psychological, and social variables of behavior.
3) To learn the basic concepts in psychology and the theoretical and practical approaches used to study them (e.g. basic observation and interview techniques).
4) To acquire the methods and skills to access and write information using English as the dominant language in the psychological literature, to recognize and apply scientific research and data evaluation techniques (e.g. correlational, experimental, cross-sectional and longitudinal studies, case studies).
5) To be against discrimination and prejudice; to have ethical concerns while working in research and practice areas.
6) To recognize the main subfields of psychology (experimental, developmental, clinical, cognitive, social and industrial/organizational psychology) and their related fields of study and specialization.
7) To acquire the skills necessary for analyzing, interpreting and presenting the findings as well as problem posing, hypothesizing and data collection, which are the basic elements of scientific studies.
8) To gain the basic knowledge and skills necessary for psychological assessment and evaluation.
9) To acquire basic knowledge of other disciplines (medicine, genetics, biology, economics, sociology, political science, communication, philosophy, anthropology, literature, law, art, etc.) that will contribute to psychology and to use this knowledge in the understanding and interpretation of psychological processes.
10) To develop sensitivity towards social problems; to take responsibility in activities that benefit the field of psychology and society.
11) To have problem solving skills and to be able to develop the necessary analytical approaches for this.
12) To be able to criticize any subject in business and academic life and to be able to express their thoughts.