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 |
Week | Subjects | Required Materials |
1 | Introduction to the course: Basic concepts | |
2 | Research Methods and Design | Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill |
3 | Psychoanalytic Theories, Learning Theories and Cognitive Theories | Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill |
4 | Prenatal Development | Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill |
5 | First Midterm | |
6 | Physical, sensory and perceptual development in infancy | Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill |
7 | Cognitive Development in Infancy | Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill |
8 | Social and personality development in infancy | Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill |
9 | Physical and Cognitive Development in Early childhood | Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill |
10 | Second Midterm | |
11 | Social and personality development in early childhood | Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill |
12 | Physical and cognitive development in Middle childhood | Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill |
13 | Social and personality development in middle childhood | Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill |
14 | Final | |
15 | Review of the Semester | |
16 | Review of the Semester |
Course Notes/Textbooks | Book chapters outlined above, power point presentations |
Suggested Readings/Materials |
Semester Activities | Number | Weigthing |
Participation | 10 | |
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | ||
Portfolio | ||
Homework / Assignments | 1 | 10 |
Presentation / Jury | ||
Project | ||
Seminar / Workshop | ||
Oral Exam | ||
Midterm | 2 | 50 |
Final Exam | 1 | 30 |
Total |
Weighting of Semester Activities on the Final Grade | 3 | 70 |
Weighting of End-of-Semester Activities on the Final Grade | 1 | 30 |
Total |
Semester Activities | Number | Duration (Hours) | Workload |
---|---|---|---|
Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
Study Hours Out of Class | 16 | 3 | |
Field Work | |||
Quizzes / Studio Critiques | |||
Portfolio | |||
Homework / Assignments | 1 | 15 | |
Presentation / Jury | |||
Project | |||
Seminar / Workshop | |||
Oral Exam | |||
Midterms | 2 | 15 | |
Final Exams | 1 | 29 | |
Total | 170 |
# | 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