COURSE UNIT TITLE

: THEORY AND PRACTICE IN COGNITIVE DEVELOPMENT

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
ISÖ 5032 THEORY AND PRACTICE IN COGNITIVE DEVELOPMENT ELECTIVE 3 0 0 8

Offered By

Primary Teacher Education

Level of Course Unit

Second Cycle Programmes (Master's Degree)

Course Coordinator

Offered to

Primary Teacher Education

Course Objective

Aim of this course is to make master students to do researches based on cognitive development theories.

Learning Outcomes of the Course Unit

1   Being able to recognize cognitive concepts of learning.
2   Being able to comprehend cognitive development theories
3   Being able to prepare course plans according to cognitive development theories
4   Being able to prepare original research proposal according to cognitive development theories
5   Being able to compare his/her applied research with others researches.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Nature of Learning/ Basic Concepts/Nature of Brain
2 J. Piaget/Cognitive Development
3 D. Ausubel/Meaningful Learning
4 J. Brunner/ Learning by Discovery
5 B. Bloom/ Mastery Learning
6 Vygotsky / Social-Culturel Learning Theory
7 Bandura /Social-Cognitive Learning Theory
8 Self-Determination, Self-Regulation, Self-Worth Theory
9 MID-TERM EXAM
10 R. M. Gagne and Learning Theory
11 R.R. Skemp /Z.Dienes
12 Cognitive Theory
13 Multiple Intellegence Theory
14 Brain adopted Learning Contructivist Learning
15 FINAL EXAM

Recomended or Required Reading

Internet siteleri, bilimsel yayınlar, dergiler, makaleler, tezler, kongre, sempozyum kitapçıkları.
Bellanca, James.(1997).Active Learning Handbook for the Multiple Intellegences Classroom.USA.IRI/Skylight Training and Publising Inc.
Bruner, Jerome.(1960).The Process of Education, Cambridge:Harward University Press
Bloom, Benjamin,(1956).Taxonomy of Educational Objectives: Cognitive Domain, New York, David Mckay Co,Inc
Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21. Centruy, New York, NY: Basic Books
Gardner, H. (1991). The Unschooled Mind: How Children Think&How Schools Should Teach, New York: Basic Books Published
Piaget,J( 1928).Judgement and Reasoning in the Child, New York, :Harcourt Brace Jovanovich.
Piaget, J.(1951)Play, Dreams and Imitation in Childhood, London, Routledge and Kegan Paul,

Planned Learning Activities and Teaching Methods

1. Lecturing
2. Question-Answer
3. Cooperative Learning
4. Discussion

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTEG MIDTERM GRADE
2 FCG FINAL COURSE GRADE
3 FCG FINAL COURSE GRADE MTEG * 0.40 + FCG * 0.60
4 RST RESIT
5 FCGR FINAL COURSE GRADE (RESIT) MTEG * 0.40 + RST * 0.60


*** Resit Exam is Not Administered in Institutions Where Resit is not Applicable.

Further Notes About Assessment Methods

1. Students learning level will be evaluated with mid-term and final examination.
2. The homeworks will be assessed by directly adding to the mid-term scores.
3. Final examination will be realize by essay type evaluation.

Assessment Criteria

1. Students learning level will be evaluated with mid-term and final examination.
2. The homeworks will be assessed by directly adding to the mid-term scores.

Language of Instruction

Turkish

Course Policies and Rules

1. It is obligated to continue to at least 80 % of lessons .
2. None ethical studies will be finalized with disciplinary proceedings.
3. The instructor has right to make quizzes. The scores obtained from quizzes will be directly added to exam scores.

Contact Details for the Lecturer(s)

ayferkocabas@gmail.com, ayfer.kocabas@deu.edu.tr

Office Hours

Wednesday and Friday between 11:00-12:00 a.m.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 13 3 39
Preparations before/after weekly lectures 13 3 39
Preparation for midterm exam 2 13 26
Preparation for final exam 3 13 39
Preparing presentations 15 3 45
Final 1 1 1
Midterm 1 1 1
TOTAL WORKLOAD (hours) 190

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14PO.15PO.16
LO.15
LO.25
LO.354
LO.45
LO.5555