EPO618-01 - THEORIES of DEVELOPMENT and LEARNING

Course Name Code Semester Theory
(hours/week)		 Application
(hours/week)		 Credit ECTS
THEORIES of DEVELOPMENT and LEARNING EPO618-01 1st Semester 3 0 3 8
Prequisitesnone
Course languageTurkish
Course typeMust 
Mode of DeliveryFace-to-Face 
Learning and teaching strategiesDiscussion
Project Design/Management
Other: Group Seminars  
Instructor (s)Faculty members and lecturer 
Course objectiveTo provide students apply the principals of the developmental and learning theories in developing curriculum and process of teaching and learning process.  
Learning outcomes
  1. At the end of the course students will be able to;
  2. Comprehend the developmental and learning theories and approaches.
  3. Apply principles of developmental approaches in different levels of educational settings.
  4. Apply the principles of learning theories in different levels of teaching-learning processes.
Course ContentDevelopmental Psychology, historical views of childhood, early theorist (J. Locke, J. J. Rousseau, C. Darwin),
Pioneers of child psychology (Hull, Watson, Freud, Gesell, Piaget, Erikson, Vygotsky);
Issues in developmental psychology;
Physical development, sensory and perceptual development;
Theories of child development, cognitive developmental models (Piaget?s theory, information-processing models, social model of cognition, Environmental/Learning approaches);
Early social and emotional development, development of the self, moral development, gender role development and sex differences, peer relations.
Learning theories; behaviourism and social cognitive theory, cognitive views of learning, applications of developmental and learning theories in education
Knowing theory: Constructivism
 
ReferencesSenemoğlu,N. (2010). Gelişim Öğrenme ve Öğretim. Ankara: Pegem A Yayıncılık,
Arends, R. I. (1998). Learning to teach.Boston: Mc Graw Hill Com.
Dewey, J. (1990). The school and society: The child and the curriculum.
Eggen, P. D., Kauchak D. P. (2001). Strategies for teachers: teaching, Content, thinking, skills. Boston: Allyn and Bacon.
Pintrich, P. R.; Shunk D. H. (1996). Motivation in education: theory, reserch and applications. New jersey: Merrill, an imprint of Prentice Hall.
Slavin, R. E. (1995). Cooperative Learning. Boston: Allyn and Bacon.
 

Course outline weekly

WeeksTopics
Week 1Developmental Psychology, historical views of childhood, early theorist (J. Locke, J. J. Rousseau, C. Darwin)
Week 2Developmental Psychology, historical views of childhood, early theorist (J. Locke, J. J. Rousseau, C. Darwin)
Week 3Pioneers of child psychology (Hull, Watson, Freud, Gesell, Piaget, Erikson, Vygotsky)
Week 4Pioneers of child psychology (Hull, Watson, Freud, Gesell, Piaget, Erikson, Vygotsky)
Week 5Issues in developmental psychology
Week 6Physical development, sensorial and perceptive development; theories of development
Week 7Cognitive developmental models (Piaget?s theory, information-processing models, social model of cognition, environmental/learning approaches)
Week 8Cognitive developmental models (Piaget?s theory, information-processing models, social model of cognition, environmental/learning approaches)
Week 9Early social and emotional development, development of the self, moral development, gender role development and sex differences, peer relations
Week 10Early social and emotional development, development of the self, moral development, gender role development and sex differences, peer relations
Week 11Learning theories; behaviorism and social cognitive theory, cognitive views of learning, applications of developmental and learning theories in education
Week 12Learning theories; behaviorism and social cognitive theory, cognitive theories.
Week 13Cognitive views of developmental and learning theories in education
Week 14Knowing theory: Constructivism
Week 15Preparation for the final exam
Week 16Final Exam

Assesment methods

Course activitiesNumberPercentage
Attendance00
Laboratory00
Application00
Field activities00
Specific practical training00
Assignments120
Presentation115
Project125
Seminar00
Midterms00
Final exam10
Total60
Percentage of semester activities contributing grade succes360
Percentage of final exam contributing grade succes140
Total100

WORKLOAD AND ECTS CALCULATION

Activities Number Duration (hour) Total Work Load
Course Duration (x14) 14 3 42
Laboratory 0 0 0
Application000
Specific practical training000
Field activities000
Study Hours Out of Class (Preliminary work, reinforcement, ect)14684
Presentation / Seminar Preparation11616
Project12626
Homework assignment12222
Midterms (Study duration)000
Final Exam (Study duration) 15050
Total Workload32123240

Matrix Of The Course Learning Outcomes Versus Program Outcomes

D.9. Key Learning OutcomesContrubition level*
12345
1. Able to comprehend the basic concepts, principles and theories of curriculum development.    X
2. Able to interpret the basic concepts, principles and theories of teaching?learning processes.    X
3. Able to analyze the basic concepts, principles and approaches of curriculum development.    X
4. Able to comprehend the basic concepts and principles of scientific research methods.    X
5. Able to carry out a research in a scientific way both individually and with a team.     X
6. Able to develop curricula in different levels and disciplines that are qualified as to enable students comprehend the nature of science.    X
7. Able to design effective teaching and learning environments in different levels and disciplines that will enhance meaningful learning.     X
8. Able to assess the effectiveness of curricula in different levels and disciplines.    X
9. Able to design/assess life-long learning programs for adults to realize the requirements of life-long learning.    X

*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest