ENGLISH LANGUAGE TEACHING | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
EDS1002 | Educational Psychology | Spring | 2 | 2 | 3 | 6 |
The course opens with the approval of the Department at the beginning of each semester |
Language of instruction: | En |
Type of course: | Must Course |
Course Level: | Bachelor |
Mode of Delivery: | Face to face |
Course Coordinator : | Assoc. Prof. BERNA GÜLOĞLU |
Course Lecturer(s): |
Prof. Dr. ÖZLEM KARAIRMAK TEKDURMAZ Instructor NEŞE UYANIK |
Course Objectives: | • To introduce the students with the most well-known and frequently referred theories of human development • To introduce the students with the best known and most used theories of learning |
The students who have succeeded in this course; • Define and state education and psychology relation with the current-educational functions; • Classify different theories of learning • Classify different theories of development • Understand the importance of developmental processes in education • Relate, correlate and illustrate basics of learning and development • Analyze the student’s behaviors in light of the findings of development and learning theories • Apply principles of development and learning theories to teaching-learning activities |
Introduction to the concepts of psychology, learning and development: basic definitions and importance in the field of education, physical development, language development, cognitive development, psychosocial development, psychosexual development, moral development, behaviouristic approach to learning, cognitive approach to learning, complex cognitive processes, social-cognitive learning, constructivist approach to learning, humanistic approach to learning. |
Week | Subject | Related Preparation | |
1) | Gelişime giriş ve fiziksel gelişim | Course slides | |
2) | Physical development (cont.) | Course slides | |
3) | Cognitive Development (Piaget & Vygotsky) and Language development | Woolfolk / Ch.2-3 Yıldırım, et al. / Ch.2-3 | |
4) | Cognitive Development (Piaget &Vygotsky ) & Language Development (cont) | Woolfolk / Ch.2-3 Yıldırım, et al. / Ch.2-3 | |
5) | Psychosocial development (Erikson) & Moral development (Piaget - Kohlberg - Gilligan) | Woolfolk / Ch.3 Yıldırım, et al. / Ch.3 | |
6) | Psychosocial Development (cont. Erikson) & Moral Development (Piaget-Kohlberg-Gilligan) (cont.) | Woolfolk / Ch.3 Yıldırım, et al. / Ch.3 | |
7) | Psychosexual Development (Freud) | Yıldırım, et al. / Ch.4 | |
8) | Psychosexual Development (cont. Freud) | Yıldırım, et al. / Ch.4 | |
9) | Behavioral Views of Learning | Woolfolk / Ch.6 Yıldırım, et al. / Ch.5 | |
10) | Behavioral Views of Learning (cont.) & Cognitive views on learning | Woolfolk / Ch.6-7 Yıldırım, et al. / Ch.5-6 | |
11) | Cognitive Views of Learning (cont.) & Complex cognitive processes | Woolfolk / Ch.7-8 Yıldırım, et al. / Ch.6 | |
12) | Complex cognitive processes (cont.) & Social-cognitive approach to learning | Woolfolk / Ch.8-9 Yıldırım, et al. / Ch.6 | |
13) | Social cognitive approach (cont) & Constructivist approach | Woolfolk / Ch.8-9 | |
14) | Constructivist approach (cont) and Humanist Approaches to learning | Woolfolk / Ch.9 Yıldırım, et al. / Ch.7 | |
15) | Finals | ||
16) | Finals |
Course Notes: | • Yıldırım, A. , Yerin Güneri O. , Hatipoğlu Sümer Z. (2002). Development and Learning (Course Notes). Ankara, Seçkin Yayıncılık. • Woolfolk, A. (2001). Educational Psychology (8th Ed.). U.S.A. , Allyn & Bacon. |
References: | - |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Laboratory | % 0 | |
Application | % 0 | |
Field Work | % 0 | |
Special Course Internship (Work Placement) | % 0 | |
Quizzes | % 0 | |
Homework Assignments | % 0 | |
Presentation | % 0 | |
Project | % 0 | |
Seminar | % 0 | |
Midterms | 2 | % 50 |
Preliminary Jury | % 0 | |
Final | 1 | % 40 |
Paper Submission | % 0 | |
Jury | % 0 | |
Bütünleme | % 0 | |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 60 | |
PERCENTAGE OF FINAL WORK | % 40 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Laboratory | 0 | 0 | 0 |
Application | 0 | 0 | 0 |
Special Course Internship (Work Placement) | 0 | 0 | 0 |
Field Work | 0 | 0 | 0 |
Study Hours Out of Class | 16 | 2 | 32 |
Presentations / Seminar | 0 | 0 | 0 |
Project | 0 | 0 | 0 |
Homework Assignments | 0 | 0 | 0 |
Quizzes | 0 | 0 | 0 |
Preliminary Jury | 0 | 0 | 0 |
Midterms | 2 | 20 | 40 |
Paper Submission | 0 | 0 | 0 |
Jury | 0 | 0 | 0 |
Final | 1 | 30 | 30 |
Total Workload | 144 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards | |
2) | Proficient in the phonology, semantics, grammar and the vocabulary of the language; understand and use the language effectively. | |
3) | To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. | |
4) | Understand and apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. | |
5) | Locate and select appropriate software and technology resources for language teaching and use them effectively in and out of classroom. | |
6) | Use and generate measurement and assessment instruments to evaluate language knowledge and skills in an effective way and assess students’ knowledge using multiple measures and alternative assessment techniques. |