GAZI UNIVERSITY INFORMATION PACKAGE - 2019 ACADEMIC YEAR

COURSE DESCRIPTION
MOTIVATION AND LEARNING THEORIES/1130252
Course Title: MOTIVATION AND LEARNING THEORIES
Credits 3 ECTS 7.5
Semester 1 Compulsory/Elective Elective
COURSE INFO
 -- LANGUAGE OF INSTRUCTION
  Turkish
 -- NAME OF LECTURER(S)
  Asistant Profesor, Zihni KOÇ
 -- WEB SITE(S) OF LECTURER(S)
  
 -- EMAIL(S) OF LECTURER(S)
  gyuksel@gazi.edu.tr
 -- LEARNING OUTCOMES OF THE COURSE UNIT
To know nature of learning theory.
To know nature of motivational theories.
To use contemporary learning theories and motivational theories in educational settings.
 -- MODE OF DELIVERY
  The mode of delivery of this course is Face to face.
 -- PREREQUISITES AND CO-REQUISITES
  -
 -- RECOMMENDED OPTIONAL PROGRAMME COMPONENTS
  -
 --COURSE CONTENT
1. Week  Pavlov’s classical conditioning.
2. Week  Pavlov’s classical conditioning.
3. Week  Skinners operant conditioning.
4. Week  Skinners operant conditioning.
5. Week  Recent development in behavioral theories.
6. Week  Midterm.
7. Week  Information-Processing theories of behavior.
8. Week  Information-Processing theories of behavior.
9. Week  Recent development in cognitive theories.
10. Week  Recent development in cognitive theories.
11. Week  Behavioral Theories.
12. Week  Cognitive theories.
13. Week  Humanistic theories.
14. Week  Evaluation.
15. Week  
16. Week  
 -- RECOMMENDED OR REQUIRED READING
  Arık. A. (1991). Öğrenme Psikolojisine Giriş İstanbul: İÜEF Bacanlı, H. (2004) Gelişim ve Öğrenme Ankara: Nobel. Bower, G. H. ve Hilgard, E. R. (1982) Theories of Learning. (Fifty edition). Englewood Cliffs: Prentice-Hall Inc. Çelen. N. (2000). Öğrenme Psikolojisi. Ankara: İmge Domjan, M. (2004). Koşullama ve Öğrenmenin Temelleri. Ankara. Türk Psikologlar Derneği yayını. Eggen, P ve Kauchak, D. (2001) Educational Psychology. Ohio: Merrill Prentice Hall. Klein, S B. Ve Mowrer, R R. (Ed) (1989) Contemporaray Learning Theories New Jersey: Hillsade. Klein, S.B. (1996) Learning Principle and Applications (Third Edition) New York: Mc Graw-Hill-Inc. Dembo, M.H. (1991) Applying Educational Psychology in the Classroom. (4 th Ed.) New Pintrich, P., ve Schunk, D.(1996). Motivation in education: Theory, research and applications. Upper Saddle River, NJ: Prentice Hall.
 -- PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
  Lecture.
 -- WORK PLACEMENT(S)
  -
 -- ASSESSMENT METHODS AND CRITERIA
 
Quantity
Percentage
 Mid-terms
1
30
 Assignment
2
30
 Exercises
1
10
 Projects
0
0
 Practice
0
0
 Quiz
0
0
 Contribution of In-term Studies to Overall Grade  
70
 Contribution of Final Examination to Overall Grade  
30
 -- WORKLOAD
 Efficiency  Total Week Count  Weekly Duration (in hour)  Total Workload in Semester
 Theoretical Study Hours of Course Per Week
14
3
42
 Practising Hours of Course Per Week
0
 Reading
14
3
42
 Searching in Internet and Library
14
3
42
 Designing and Applying Materials
2
9
18
 Preparing Reports
2
9
18
 Preparing Presentation
2
9
18
 Presentation
1
1
1
 Mid-Term and Studying for Mid-Term
1
1
1
 Final and Studying for Final
1
1
1
 Other
0
 TOTAL WORKLOAD: 
183
 TOTAL WORKLOAD / 25: 
7.32
 ECTS: 
7.5
 -- COURSE'S CONTRIBUTION TO PROGRAM
NO
 PROGRAM LEARNING OUTCOMES
1
2
3
4
5
1Having knowledge about basic concepts and commanding of literature related with guidance and psychological counseling at the level of master’s degree and analyzing theoretical relations of these information.X
2Becoming skilful at researching, recognizing, assessing and following the literature about school psychological counseling area.X
3Being knowledgeable about the current issues, concerns and tendencies in school psychological counseling area.X
4Developing abilities in participating professional activities related with school psychological counseling.X
5Having ability to conceptualizing the client’s problems, doing case formulation, directing the process, reporting results according to specific approaches in psychological counseling.X
6Applying the principles and techniques of psychological counseling on clients who have different individual characteristics in different counseling environments (education, health, industry etc…). (counseling case management, counseling case process and reporting results).X
7Having knowledge related with the theories, principles, techniques and process of group counseling, developing basic group counseling skills and applying them in different group settings.X
8Knowing the basic concepts, principles and techniques, theories and measurement instruments related with vocational guidance and career counseling and applying them to different individuals in various career counseling settings.X
9Knowing the principles and techniques related with social sciences and applying them to the research process and reporting results.X
10Developing the data collection tools , used in scientific research process, as appropriate to scientific criteria.X
11Knowing the qualitative and quantitative data collection methods, using appropriate data collection methods during the research process, analyzing these qualitative and quantitative data and reporting the results.X
12Comparing the theories of family and marriage counseling with each other, choosing and applying appropriate intervention methods related with family and marriage counseling during helping process.X
13Becoming skilful at planning, preparing/developing, applying and assessing the school psychological counseling and guidance programs.X
14Following and examining the national and international academic publishing related with psychological counseling and guidance program and knowing how to use these information in academic studies.X
15Having a good perspective on life-long development and following the current issues in counseling program.X