ISTANBUL OKAN UNIVERSITY INFORMATION PACKAGE / COURSE CATALOGUE
| Childhood Development (Second Education) | |||||
| Associate | TR-NQF-HE: Level 5 | QF-EHEA: Short Cycle | EQF-LLL: Level 5 | ||
General course introduction information
| Course Code: | CGL118 | ||||||||
| Course Name: | Behavioral Sciences | ||||||||
| Course Semester: | Fall | ||||||||
| Course Credits: |
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| Language of instruction: | TR | ||||||||
| Course Requisites: | |||||||||
| Does the Course Require Work Experience?: | No | ||||||||
| Type of course: | Department Elective | ||||||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||||||
| Course Coordinator : | Öğr.Gör. ARZU NAZ BOZOK | ||||||||
| Course Lecturer(s): |
Öğr.Gör. FUNDA AYRA |
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| Course Assistants: |
Course Objective and Content
| Course Objectives: | The aim of this course is to provide general information about basic psychology terms. Moreover, it also aims to define the subtypes of psychology and their components as health psychology, behavioural psychology, developmental psychology, cognitive and experimental psychology. |
| Course Content: | Define various areas of psychology. • Areas such as developmental psychology, cognitive psychology, and learning psychology can be compared to each other. • Discuss similarities and differences between different approaches. • Describe the concepts of social psychology • Define and discuss reactive and operative learning theories |
Learning Outcomes
The students who have succeeded in this course;
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Lesson Plan
| Week | Subject | Related Preparation |
| 1) | Introduction to course objectives | Handouts |
| 1) | ||
| 2) | Discuss the introduction to developmental psychology • Analyzes Piaget and cognitive development from the basic development theorists. • Compare the pre-process period and the sensory motor phase. | |
| 3) | • Can compare Vygotsky and cognitive development from the basic theories of developmental psychology • Discuss Vygotsky's and Piaget's approaches • Compare abstract and concrete operational periods. | |
| 4) | • Describe the concept of lifelong development • Discuss developmental disorders • Compare the etiological interpretations of developmental disorders from different perspectives. | |
| 5) | Social Psychology and its core issues • Defines compliance and compliance behavior. • Compares and analyzes acceptance behaviors with compliance behavior. | |
| 6) | Discuss attitudes and attitudes • The attitude components can be compared to each other. • Discuss prejudice | |
| 7) | He can discuss the Miligram experiment and the message of obedience to the Authority. • Asch and Sherrif discuss the harmonization process with their experiments. • Discuss gender issues | |
| 8) | evaluation of the students with the visa examination | |
| 9) | • Define personality theories • Discuss Freud and psychoanalysis • Can compare Neo Freudian | |
| 10) | • Compare theories of personality and theorists • Analyze personality theory for Erikson and psychosocial development. • Discuss the theory of psychosocial development from the perspective of lifelong development. | |
| 11) | • Cognitive Psychology definitions • Analyze the differences between sensation and perception • Discuss attention and memory issues | |
| 12) | • Introduction to Learning Psychology • Analyzes the Classical Conditioning • Describe Operational Conditioning | |
| 13) | • Define the main areas of clinical psychology • Analyze mood disorders • Discuss the diagnosis of psychopathology | |
| 14) | Describe anxiety disorders • Discuss psychotic disorders • Discuss psychopathology issues in childhood. | |
| 15) | Evaluation of the students in the final exam |
Sources
| Course Notes / Textbooks: | Psikolojiye Giriş, Rod Plotnik. Kaknüs |
| References: | Psikolojiye Giriş, Rod Plotnik. Kaknüs |
Course-Program Learning Outcome Relationship
| Learning Outcomes | 1 |
|
|---|---|---|
| Program Outcomes | ||
| 1) Describes the general concepts scientific theorises in child development area and may be able to compare among systems. | ||
| 2) The knowledge that is obtained during lectures about child development may be engaged to life conditions | ||
| 3) Students have social responsibility that related to their work proficiency and they also enthusiastic to join these kinds of projects | ||
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Describes the general concepts scientific theorises in child development area and may be able to compare among systems. | 4 |
| 2) | The knowledge that is obtained during lectures about child development may be engaged to life conditions | 4 |
| 3) | Students have social responsibility that related to their work proficiency and they also enthusiastic to join these kinds of projects | 4 |
Learning Activity and Teaching Methods
| Field Study | |
| Peer Review | |
| Expression |
Assessment & Grading Methods and Criteria
| Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
| Oral Examination | |
| Homework |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 1 | % 10 |
| Midterms | 1 | % 30 |
| Final | 1 | % 60 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| total | % 100 | |
Workload and ECTS Credit Grading
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 15 | 3 | 45 |
| Field Work | 15 | 1 | 15 |
| Homework Assignments | 1 | 10 | 10 |
| Midterms | 1 | 20 | 20 |
| Final | 1 | 30 | 30 |
| Total Workload | 120 | ||