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- Psychology
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COURSE INTRODUCTION AND APPLICATION INFORMATION
psikoloji.ieu.edu.tr
| Course Name | |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| Fall |
| Prerequisites | None | |||||
| Course Language | ||||||
| Course Type | Required | |||||
| Course Level | - | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | DiscussionQ&A | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | |
| Learning Outcomes | The students who succeeded in this course;
|
| Course Description |
|
| Core Courses | X |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Required Materials |
| 1 | Introduction to Psychological Reading and Writing. | Barnet, S. & Bedau, H. (1993). Current Issues and Enduring Questions: A Guide to Critical Thinking and Argument, with Readings. NY: Bedford Books. |
| 2 | Presentation tecniques. | Barnet, S. & Bedau, H. (1993). Current Issues and Enduring Questions: A Guide to Critical Thinking and Argument, with Readings. NY: Bedford Books. |
| 3 | Writing a reaction paper with APA style. Reading on: “One brain or two?” Reading on: “To sleep, no doubt to dream…” | Hock, R. R. (2013). Forty Studies that Changed Psychology. NY: Pearson. |
| 4 | Reading on: “Acting as if you are hypnotized.” Reading on: “It’s not just about salivating dogs!” | Hock, R. R. (2013). Forty Studies that Changed Psychology. NY: Pearson. |
| 5 | Reading on: “Little emotional Albert.” Reading on: “Knock wood!” | Hock, R. R. (2013). Forty Studies that Changed Psychology. NY: Pearson. |
| 6 | MIDTERM | |
| 7 | Reading on: “See aggression, do aggression…” Reading on: “Making a good impression.” | Hock, R. R. (2013). Forty Studies that Changed Psychology. NY: Pearson. |
| 8 | Reading on: “Discovering love.” Reading on: “Out of sight, but not out of mind.” | Hock, R. R. (2013). Forty Studies that Changed Psychology. NY: Pearson. |
| 9 | Reading on: “Born first, born smarter?” Reading on: “A prison by any other name…” | Hock, R. R. (2013). Forty Studies that Changed Psychology. NY: Pearson. |
| 10 | Reading on: “I can see it all over your face!” Reading on: “The one, the many.” | Hock, R. R. (2013). Forty Studies that Changed Psychology. NY: Pearson. |
| 11 | Reading on: “Learning to be depressed.” Reading on: “Who is crazy, anyway?” | Hock, R. R. (2013). Forty Studies that Changed Psychology. NY: Pearson. |
| 12 | Reading on: “Are you a natural?” Reading on: “Projections of who you are.” | Hock, R. R. (2013). Forty Studies that Changed Psychology. NY: Pearson. |
| 13 | Reading on: “Choosing your psychotherapist.” Reading on: “Picture this!” Reading on: “Obey at any cost.” | Hock, R. R. (2013). Forty Studies that Changed Psychology. NY: Pearson. |
| 14 | Components of an article. Evaluation of a psychology article. | Barnet, S. & Bedau, H. (1993). Current Issues and Enduring Questions: A Guide to Critical Thinking and Argument, with Readings. NY: Bedford Books. |
| 15 | Evaluation of a psychology article. | Barnet, S. & Bedau, H. (1993). Current Issues and Enduring Questions: A Guide to Critical Thinking and Argument, with Readings. NY: Bedford Books. |
| 16 | Submission of final homework. |
| Course Notes/Textbooks | Mentioned book chapters and ppt slides |
| Suggested Readings/Materials | Articles |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | 1 | 40 |
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | ||
| Final Exam | 1 | 60 |
| Total |
| Weighting of Semester Activities on the Final Grade | 1 | 40 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 60 |
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 2 | 32 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
| Study Hours Out of Class | 16 | 4 | |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | |||
| Presentation / Jury | 1 | 10 | |
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | |||
| Final Exams | 1 | 15 | |
| Total | 121 |
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To be able to assess psychological concepts and perspectives, interpret and evaluate data using scientific methods | X | ||||
| 2 | To be able to develop a curiosity and interest towards the mind and its phenomena, to possess a sense of critical and scientific reflexion and ability to analyze new information. | X | ||||
| 3 | Ability to make use of theoretical and applied knowledge in local and global levels. | X | ||||
| 4 | To have a basic knowledge of other disciplines that can contribute to psychology and to be able to make use of this knowledge | X | ||||
| 5 | To possess and value societal, scientific and ethical principles in collecting, interpreting and publishing psychological data | X | ||||
| 6 | To have knowledge of how psychology is positioned as a scientific discipline from a historical perspective, and to know with what methods it views behavioural and mental processes | X | ||||
| 7 | To be able to distinguish between the emphases of fundamental theories and perspectives of psychology (behavioural, biological, cognitive, evolutionary, social, developmental, humanistic, psychodynamic and sociocultural) and compare and express their differences and similarities, contributions and limitations | X | ||||
| 8 | The competence to share psychological knowledge based and qualitative and quantitative data with experts and lay people, using effective communication skills | X | ||||
| 9 | To have the awareness of interpersonal and societal problems and phenomena and adopt this awareness in psychological problems and researches. | X | ||||
| 10 | Competence to make use of applied and theoretical psychological knowledge to make contributions to industrial development and provide solutions to problems | X | ||||
| 11 | To possess essential knowledge of techniques and instrumentation for psychological measurement and evaluation | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest