| Course Name | Reading and Writing in Psychology |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| PSY 100 | Fall/Spring | 3 | 0 | 3 | 6 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Elective | |||||
| Course Level | First Cycle | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The aim of this course is to provide basic knowledge and skills that the students need during their Psychology education, such as reading, writing, and expressing the ideas with the correct use of psychological concepts, styles (e.g., oral, poster, and paper), and format (e.g., APA). |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | This course is arranged to teach the basic knowledge of preparing presentations (both oral and poster), reading, writing, and expressing skills that students need during their Psychology education. Throughout the course, they will select a research topic, conduct a research, and write a research paper by using APA style including title page, abstract, introduction, method, results, discussion, and references. They will also present their research paper with an oral as well as a poster presentation session. Within this course, students will use office programs (e.g., Word, PowerPoint, or Publisher) effectively and will collaborate with other group members to be able to present their works. |
| Related Sustainable Development Goals | |
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| Core Courses | |
| Major Area Courses | X | |
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Introduction to the course | |
| 2 | Writing in Psychology - Formulating the Ideas - Assessing the Sources | Beins, B. C., & Beins, A. M. (2020). Effective writing in psychology: Papers, posters, and presentations (3rd ed.). Wiley-Blackwell. (Chapter 1, 2, & 3; pp. 1-40) |
| 3 | How to Conduct a Literature Search - How to Read and Summarize a Journal Article | Beins, B. C., & Beins, A. M. (2020). Effective writing in psychology: Papers, posters, and presentations (3rd ed.). Wiley-Blackwell. (Chapter 4 & 5; pp. 41-66) |
| 4 | Organizing a Paper - Elements of Style - Communicating Statistics | Beins, B. C., & Beins, A. M. (2020). Effective writing in psychology: Papers, posters, and presentations (3rd ed.). Wiley-Blackwell. (Chapter 6, 7, & 8; pp. 67-106) |
| 5 | Writing a Paper -The Introduction Section | Beins, B. C., & Beins, A. M. (2020). Effective writing in psychology: Papers, posters, and presentations (3rd ed.). Wiley-Blackwell. (Chapter 9 & 10; pp. 109-132) |
| 6 | The Method Section | Beins, B. C., & Beins, A. M. (2020). Effective writing in psychology: Papers, posters, and presentations (3rd ed.). Wiley-Blackwell. (Chapter 11; pp. 133-146) |
| 7 | The Results Section | Beins, B. C., & Beins, A. M. (2020). Effective writing in psychology: Papers, posters, and presentations (3rd ed.). Wiley-Blackwell. (Chapter 12; pp. 147-170) |
| 8 | The Discussion Section | Beins, B. C., & Beins, A. M. (2020). Effective writing in psychology: Papers, posters, and presentations (3rd ed.). Wiley-Blackwell. (Chapter 13; pp. 171-178) |
| 9 | References Citations in the Text and the Reference List - Final Touches: The Abstract and Formatting Details | Beins, B. C., & Beins, A. M. (2020). Effective writing in psychology: Papers, posters, and presentations (3rd ed.). Wiley-Blackwell. (Chapter 14 & 15; pp. 179-214) |
| 10 | Creating Poster Presentations | Beins, B. C., & Beins, A. M. (2020). Effective writing in psychology: Papers, posters, and presentations (3rd ed.). Wiley-Blackwell. (Chapter 16; pp. 217-230) |
| 11 | Giving Oral Presentations | Beins, B. C., & Beins, A. M. (2020). Effective writing in psychology: Papers, posters, and presentations (3rd ed.). Wiley-Blackwell. (Chapter 17; pp. 231-242) |
| 12 | Poster Presentations | |
| 13 | Oral Presentations | |
| 14 | Oral Presentations | |
| 15 | Review of the Semester | |
| 16 | Final Exam |
| Course Notes/Textbooks | Beins, B. C., & Beins, A. M. (2020). Effective writing in psychology: Papers, posters, and presentations (3rd ed.). Wiley-Blackwell. ISBN 978-1119722885 |
| Suggested Readings/Materials | Course slides
|
| Semester Activities | Number | Weighting |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | 2 | 60 |
| Project | 1 | 40 |
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | ||
| Final Exam | ||
| Total |
| Weighting of Semester Activities on the Final Grade | 2 | 60 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 40 |
| 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 | 13 | 2 | 26 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | |||
| Presentation / Jury | 2 | 30 | |
| Project | 1 | 46 | |
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | |||
| Final Exams | |||
| Total | 180 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To have knowledge of basic concepts, theories, approaches (behavioral, biological, cognitive, evolutionary, social, developmental, statistical, humanistic, psychodynamic, and socio-cultural), and current applications specific to the field of psychology by using current course materials and instruments. | |||||
| 2 | To have basic knowledge and skills about the applications in the different subfields of psychology. | |||||
| 3 | To have basic knowledge about the testing and measurement instruments used in different subfields of psychology and basic level skill that does not require expertise in carrying out applications in different subfields of psychology. | |||||
| 4 | To make use of other disciplines that may contribute to psychology and have basic knowledge about the contribution of psychology to these disciplines. | |||||
| 5 | To have cumulative knowledge about the position of psychology as a scientific discipline in Turkey, the conducted research, applications and problems encountered from past to present in the field of psychology. | |||||
| 6 | To have the competence to conduct a research individually and/or as a team using the knowledge acquired in the field of psychology, interpret the findings obtained by using scientific problem solving and critical thinking approaches. | X | ||||
| 7 | To have the ability to construct a research hypothesis, create a research design, collect data, analyze it, report it in a scientific writing format, and interpret it by using basic knowledge related to testing and measurement, research methods, and statistics acquired in the field of psychology. | X | ||||
| 8 | To have the competence to share the theoretical and applied knowledge acquired in the field of psychology with the experts and lay people by using the required information and communication technologies in scientific studies and events that benefit the society. | X | ||||
| 9 | To have knowledge of the relevant professional and ethical values in the domains of psychology and respect individual differences and human rights in research and practices related to psychology. | X | ||||
| 10 | To constantly renew herself/himself professionally by following both national and international publications in the field of psychology, the developments in testing and measurement instruments and software programs used in the discipline. | |||||
| 11 | To establish written and verbal communication with experts and lay people by using both Turkish and English. | X | ||||
| 12 | To be able to speak a second foreign at a medium level of fluency efficiently. | |||||
| 13 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
