TED UNIVERSITY

FACULTY OF EDUCATION
ED 102 EDUCATIONAL PSYCHOLOGY
Spring 2022 Syllabus for Section 1

Course Information
Schedule: Tuesday: 11.00-12.50
Wednesday: 09.00-09.50
Location: G005

Instructor Information
Instructor: Dr. Merih UĞUREL KAMIŞLI

Office: H006
E-mail: [email protected]
Office hours: Tuesday: 13.00-15.00 & By Appointment (Please put ED102 in the
subject of ALL email correspondence)

Catalog Description

Basic concepts of psychology and educational psychology. Research methods in educational

psychology. Theories of development, areas of development, and development processes. Individual
differences in development. Basic concepts related to learning. Factors affecting learning. Theories of
learning as part of teaching-learning processes. Motivation in the learning process.

Course Description

The study of Educational Psychology involves both theory and practice. Focusing upon applying the
principles of psychology and research to the practice of teaching, the ultimate goal is the understanding
and improvement of instruction. This course focuses on the effective application of psychological
concepts and principles in the learning and instructional processes; the development of teaching
methods, knowledge, and skills; and perspectives that enhance learning environments.

Learning Outcomes

Upon successful completion of this course, you will be able to:

1. Gain a basic understanding of Educational Psychology in terms of its definition, terminology,

significance, and implications in education.
2. Acquire knowledge about the basic principles, theories, and approaches, and research findings
regarding the theories of human development and learning.

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 3. Examine key conceptual frameworks of educational psychology and analyze their use in the
classroom.
4. Identify various approaches to organizing the classroom and the effects of these approaches on
the learning environment, classroom management, and motivation.
5. Describe and evaluate how personal experiences, abilities, and prior learning experiences affect
student learning.

Course Materials

Online course management system: If you do not have one yet, please create an account at
http://moodle.tedu.edu.tr/ Please use Moodle actively for this class. All assignments must be submitted
on Moodle. The Moodle site for this course is named 2021F_ED102_SEC01.

Main Readings:
Moreno, R. (2010). Educational psychology. John Wiley & Sons, Inc.
Ormrod, J. E. (2014). Educational psychology: Developing learners (8th Edition). Pearson.
Supplementary Readings:
Bransford, J. D., Brown, A.L., & Cocking, R.R. (2000). Learning: From speculation to
science. In How people learn: Brain, mind, experience, and school (Chapter 1, pp.
27). National Academy Press.
Mayer, R. E. (2001). What good is educational psychology? The case of cognition and instruction.
Educational Psychologist, 36(2), 83-88.
Miller, G.A. (2003). The cognitive revolution: A historical perspective. Trends in Cognitive Sciences,
7(3), 141-144.
Nasir, N. S., Rosebery, A., Warren, B., & Lee, C. D. (2014). Learning as a cultural process: Achieving
equity through diversity. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences
(Second ed., pp. 686-706). Cambridge University Press.
Palincsar, A. S., & Herrenkohl, L. R. (1999). Designing collaborative contexts: Lessons from three
research paradigms. In A.M. O’Donnell & A. King (Eds.), Cognitive perspectives on peer
learning (pp. 151-178). Erlbaum.
Skinner, B. F. (1954, Spring). The science of learning and the art of teaching. Harvard
Educational Review, 86-97.
Thorndike, E. L. (1910). The contribution of psychology to education. Journal of
Educational Psychology, 1, 5-12.
Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20,
158-177.
Assignments

Total grade consists of scores from the following items:

1. Student Reinforcements (20%): (Reinforcements will start in the 4th week). Each week, students
will present about the topic learned in the previous week –to reflect on their learning process in 25-30
mins. reinforcements. The reinforcements will be done in groups. The groups will be formed on the 2nd
week. Reinforcements should be in one of the following formats and each member should fairly
contribute to the teamwork.

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 a. A short film (prepared by students),
b. Hands-on classroom activities, and games
c. Panels or discussion sessions
d. A simulation of classroom teaching (applying the theories we learned),
e. An article analysis and poster presentation of a research study on the topic learned.

2. Mid-Term Paper (30%): Theoretical Analysis Paper: You are required to write a theoretical
analysis paper (2 pages including references) on one of the learning theories (Behavioral, Cognitive, and
Sociocultural Theory) studied. In your paper, you will write about and analyze a learning experience
using the learning perspectives you chose. The episode of learning might be your own learning
experience or may include your observation of a learning process. Your analysis should provide
evidence that the learning perspective is the most appropriate framework to describe the particular
learning episode. You can benefit from the class discussions, our readings, and your own experiences to
support your argument. A rubric and details of the assignment will be provided before the exam date.

3. Final Project (20%): Your final project will be at the end of the semester. Details and a rubric will
be announced.

4. Final Exam (30%): A written final exam will be conducted comprising the topics covered. The
final exam date will be announced by the university.

Quality of Work and Expectations

All written work (presentations included) submitted must:

• Be of professional quality, grammatically correct, and free or nearly free of spelling and punctuation
errors.
• Be prepared on a computer, using 12-point font, double spacing, and a standard print style (e.g., Times
New Roman).
• Include a cover page with an appropriate title, name, and date.
• Be submitted on time
Please do not forget to name the document as NAME_ED102_Assignment
(e.g. MerihKamisli_ED102_MidtermPaper)

Please note that all of your assignments must be formatted in compliance with the publication style
guidelines spelled out in APA7 -American Psychological Association (2020). Publication manual of the
American Psychological Association (7th Edition). Washington, DC: Author.
• Ayşe Ilıcak Kütüphanesi B Blok Barcode no: 30025283 Self no: BF76.7 .P83 2020
• APA7 Resources will be also shared via Moodle Course folder.

Course Policies

I. Professionalism
Includes regular attendance in class, timely completion of assignments/readings, and active participation
in all activities and discussions.

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II. Plagiarism / Academic Dishonesty
This course adheres to the academic honesty policy. I expect that all work submitted and presented by
you will be your own original work and that the contributions of others will be openly acknowledged.
Failure to adhere to this policy will result in disciplinary action. For more information:

a. Plagiarism is a form of dishonesty that occurs when a person passes off someone else's work as
his or her own. This can range from failing to cite an author for ideas incorporated into a student's paper
to cutting and pasting paragraphs from different websites to handing in a paper downloaded from the
internet. All are plagiarism.
b. All parties to plagiarism are considered equally guilty. If you share your coursework with
another student and s/he plagiarizes it, you are considered as guilty as the one who has plagiarized your
work since you enabled the plagiarism to take place. Under no circumstances should a student make
his/her coursework available to another student unless the instructor gives explicit permission for this to
happen. Copying someone's work is an extreme and straightforward act of plagiarism. More commonly,
however, students plagiarize without realizing they are doing so. This generally happens when a student
fails to acknowledge the source of an idea or phrasing. Avoid plagiarism by citing sources properly! For
all rules and requirements of APA citations, please consult the 6 th edition of the Publication Manual of
the American Psychological Association.
c. Read the academic honesty policy from the following link
https://student.tedu.edu.tr/en/student/principles-of-academic-integrity, understand, and comply to agree
with all rules and regulations of academic honesty.

Turnitin 0-5% 6-10% 11-15% More than 16%

Similarity (excellent) (good) (bad)
Report
Reduction 0 point 1 point 2 points Plagiarism policy of
TEDU will be applied

III. Cheating
You may neither receive help from nor give help to others during an in-class exam. During exams, you
may not leave the room, talk, or use dictionaries, translators, cell phones, or programmable calculators.
And please keep your eyes on your own work.

IV. Attendance
Due to the amount of content and rapid pace of the course, attendance is mandatory. Attendance and
intense participation are crucial for the success of everyone involved. Course participants are expected to
attend the course in a timely manner and for the full time period of the class. In case of an absence due
to the medical circumstances, medical note should be provided within one week of the absence.
The TEDU policy concerning attendance will be followed strictly.

Percentage scores Grade points Grades

100-%90 4.00 AA
89-85 3.50 BA
84-80 3.00 BB
79-75 2.50 CB

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 74-70 2.00 CC
69-60 1.50 DC
59-50 1.00 DD
49-0 0.00 F
0 0.00 FX

V. Late Assignment Submission Policy

Each assignment is to be turned in on time. Arrangements for accepting late assignments will be made
only in unusual circumstances (e.g., major illness, death of loved one), and only if you are able to
provide documentation to support your excuse. In all other cases, there will be a 10% point-reduction
per day for late work, and the assignment will not be accepted after three days late.

VI. Extra Credit

There is no rewriting or extra credit offered in this course.

VII. Class Participation

Class participation is an integral part of this course. Classes may involve watching videos, reading,
questioning, discussions/debates, reflection, demonstrating, poster presentations, hands-on work, group
work, collaborating, educational games, problem-solving, library/web research projects, class
presentations, and written assignments.

VIII. Class Readings

Please read the assigned readings prior to class so that you may participate fully in the course
discussions.

IX. Announcements
All announcements will be made on the Moodle site for this course. It is your responsibility to keep your
e-mail address operative at all times. Check your e-mails regularly in order to stay informed.

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Tentative Course Schedule

Week / Dates Topic Readings / DUE

Week 1 • Introduction: Overview of the Course Bransford et al. (2000)
14-18 Feb. Basics: APA & E-library

Week 2 • Educational Psych. in Teaching and Mayer (2001)

21-25 Feb. Learning. Current Perspectives in • Groups for the
Educational Psych. reinforcements
Moreno Ch.1

Week 3 • Cognitive Development Theories Nasir et al. (2014)

28-04 March Piaget’s Theory of Cognitive Development

Week 4 • Vygotsky’s Socio-cultural Theory Student Prs. G.1

07-11 March Moreno Ch.3 –Ch.6

Week 5 • Personal and Social Development Student Prs. G.2

14-18 March Freud’s Psychoanalytic Theory Choose your topic for the
Moreno Ch.4 Theoretical Analysis Paper

Week 6 • Personal and Social Development Student Prs. G.3

21-25 March Erikson’s Psychosocial Theory Kohlberg (2008)
Moreno Ch.4 Continued

Week 7 • Moral Development Student Prs. G.4

28-01 April Piaget- Kohlberg-Gilligan
Moreno Ch.4 Continued

Week 8 • Behaviorist Views of Learning Student Prs. G.5

04-08 April Moreno Ch.5 Choose your topic for the
Poster Presentation

Week 9 • MIDTERM PAPER Theoretical Analysis Paper

11-15 April MIDTERM

Week 10 • Social Learning Model & Self-Regulation Student Prs. G.6

18-22 April Moreno Ch.8

Week 11 • Information Processing Model Student Prs. G.7

25-29 April Moreno Ch.6

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 Week 12 RAMADAN HOLIDAY
02-06 May

Week 13 • Humanistic Approach to Learning Student Prs. G.8

09-13 May Moreno Ch. 9

Week 14 • Theories of Motivation-Motivation in Student Prs. G9

16-20 May Learning and Teaching
Moreno Ch. 9

Week 15 • Final Project Final Project

23-27 May

Week 16 FINAL EXAM WEEK

30- 10 June
*This syllabus is subject to change. Changes, if any, will be announced in class. Students will be held
responsible for all the changes.