| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | SÖB6004 | LEARNING PSYCHOLOGY | Compulsory | 1 | 2 | 5 |
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| Level of Course Unit |
| Second Cycle |
| Objectives of the Course |
| With this course candidate is intended to explain learning theories and their implications in terms of primary school education of these theories. |
| Name of Lecturer(s) |
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| Learning Outcomes |
| 1 | 1. Explain the relationship between the education, learning and intruction | | 2 | 2. Explain the education, learning and instruction and related concepts | | 3 | 3. Explain the “Classical Conditioning Theory” in learning and outcomes for education | | 4 | 4. Explain the “Contiguity Theory” in learning and outcomes for education | | 5 | 5. Explain the “Connectionism Theory” in learning and outcomes for education | | 6 | 6. Explain the “operant conditioning” in learning and outcomes for educatin | | 7 | 7. Explain the “Systematic Theory of Behavior” in learning and outcomes for education | | 8 | 8. Explain the “Mark Gestalt Theory” in learning and outcomes for education | | 9 | 9. Explain the “Social Cognitive Theory” in learning and outcomes for education | | 10 | 10. Explain the “Gestalt Theory” in learning and outcomes for education | | 11 | 11. Explain the “Information Processing Theory” in learning and outcomes for education | | 12 | 12. Explain the “Nörofizyololojik Theory” in learning and outcomes for education |
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| Mode of Delivery |
| Formal Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| • Education, learning and teaching
• Classical conditioning (Pavlov)
• Adjacent Theories (John Broadus- Edwin Ray Guthrie)
• Connectionism (Edward Lee Thorndike)
• Operant conditioning (B. F. Skinner)
• Systematic Behavior Theory (Clark Leonard Hull)
• Marking the Gestalt Theory (Edward Chace Tolman)
• Social Cognitive Theory (Albert Bandura)
• Gestalt Theory (Wertheimer, Köhler and Kofler A).
• Information Processing Theory
• Neurophysiological theory, Donald Olding Hebb
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| Weekly Detailed Course Contents |
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| 1 | Relationship between the education, learning and intruction
| | | | 2 | Education, learning and instruction and related concepts
| | | | 3 | “Classical Conditioning Theory” in learning and outcomes for educatin
| | | | 4 | “Contiguity Theory” in learning and outcomes for educatin
| | | | 5 | “Connectionism Theory” in learning and outcomes for educatin
| | | | 6 | “Operant conditioning” in learning and outcomes for educatin
| | | | 7 | “Systematic Theory of Behavior” in learning and outcomes for educatin
| | | | 8 | “Mark Gestalt Theory” in learning and outcomes for educatin
| | | | 9 | “Social Cognitive Theory” in learning and outcomes for educatin
| | | | 10 | “Gestalt Theory” in learning and outcomes for educatin
| | | | 11 | “Information Processing Theory” in learning and outcomes for educatin
| | | | 12 | “Nörofizyololojik Theory” in learning and outcomes for educatin
| | | | 13 | Relationship between the education, learning and intruction
| | | | 14 | Education, learning and instruction and related concepts
| | | | 15 | “Classical Conditioning Theory” in learning and outcomes for education
| | | | 16 | “Contiguity Theory” in learning and outcomes for education | | |
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| Recommended or Required Reading |
| • Domian, M. (2008). The Essentials of conditioning and learning.
• Belmont, CA: Wadsworth Learning, Inc.
• Senemoğlu, N (2012). Gelişim, Öğrenme ve Öğretim. Anlara: Pegem Akademi.
• Howe, M.J.A (2011). Öğrenme Psikolojisi. İstanbul: Alfa Yayınları.
• Ormrod, J. A. (2013). Öğrenme Psikolojisi. Ankara: Nobel Yayıncılık
• Driscoll, M.P (2013). Öğretim Süreçleri ve Öğrenme Psikolojisi. |
| Planned Learning Activities and Teaching Methods |
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| Assessment Methods and Criteria | |
| SUM | 0 | |
| SUM | 0 | | Yarıyıl (Yıl) İçi Etkinlikleri | 40 | | Yarıyıl (Yıl) Sonu Etkinlikleri | 60 | | SUM | 100 |
| | Language of Instruction | | | Work Placement(s) | | None |
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| Workload Calculation |
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| Experiment | 1 | 25 | 25 |
| Observation | 5 | 5 | 25 |
| Case Study | 5 | 5 | 25 |
| Writing Paper | 1 | 25 | 25 |
| Criticising Paper | 5 | 5 | 25 |
| Self Study | 14 | 1 | 14 |
| Report | 1 | 15 | 15 |
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| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO2 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO3 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO6 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO7 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO8 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO9 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO10 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO11 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO12 | | | | | | | | | | | | |
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| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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