Course Information


Course Information
Course Title Code Semester L+U Hour Credits ECTS
LEARNING THEORIES AND PRAXIS 600302802281 0 + 0 4.0 11.0

Prerequisites None

Language of Instruction Turkish
Course Level Graduate Degree
Course Type Elective
Mode of delivery
Course Coordinator
Instructors Mustafa Cem BABADOĞAN
Assistants
Goals Aim of the course is to improve students' knowledge about learning theories and their impact on teaching learning process.
Course Content In the course the nature of learning and its impact on teaching and curriculum; cognitive and social development of an individual ; behavioral theories to learning, their main assumptions and impact on teaching learning process; cognitive theories to learning, their main assumptions and impact on teaching learning process; constructivism, their main assumptions and impact on teaching learning process; humanistic theories, their main assumptions and impact on teaching learning process will be discussed.
Learning Outcomes 1) Explain learning theories.
2) Discuss about the impact of learning theories on teaching process.
3) Interpret the impact of learning theories on curriculum.
4) Understand main assumptions of different learning theories.
5) Make inferences about the impact of different learning theories on teaching process.
6) Make inferences about the impact of different learning theories on teaching process.

Weekly Topics (Content)
Week Topics Teaching and Learning Methods and Techniques Study Materials
1. Week The nature of learning, learning theories and the curriculum Lecture; Question Answer

 Presentation (Including Preparation Time)
2. Week Behavioural learning theories (B.F.Skinner, J.B. Watson, E. Thorndike and behaviorism ; A. Bandura and Social Learning Model; Impact of behaviorism to curriculum studies) Lecture; Question Answer; Discussion
Colloquium
 Presentation (Including Preparation Time)
3. Week Behavioural learning theories (B.F.Skinner, J.B. Watson, E. Thorndike and behaviorism ; A. Bandura and Social Learning Model; Impact of behaviorism to curriculum studies) Lecture

 Presentation (Including Preparation Time)
4. Week Behaviorist assumptions and perspectives toward learning and teaching Lecture; Question Answer; Discussion

 Presentation (Including Preparation Time)
5. Week Cognitive learning theories Lecture; Question Answer; Discussion

 Presentation (Including Preparation Time)
6. Week Cognitive learning theories Lecture

 Presentation (Including Preparation Time)
7. Week Cognitive learning theories' assumptions and perspectives toward learning and teaching Lecture; Question Answer; Discussion

 Presentation (Including Preparation Time)
8. Week Constructivist theories of learning (J. Piaget and Cognitive Constructivism, L. Vygotsky and Social Constructivism, E. Von Glaserfeld and Radical Constructivism) Lecture; Question Answer; Discussion

 Presentation (Including Preparation Time)
9. Week Constructivist theories of learning (J. Piaget and Cognitive Constructivism, L. Vygotsky and Social Constructivism, E. Von Glaserfeld and Radical Constructivism) Lecture; Question Answer; Discussion

 Presentation (Including Preparation Time)
10. Week Constructivist assumptions and perspectives toward learning and teaching Lecture; Question Answer; Discussion

 Presentation (Including Preparation Time)
11. Week Humanistic theory of learning (C.Rogers, A.Maslow, T.Gordon, W. Purkey) Lecture; Question Answer; Discussion

 Presentation (Including Preparation Time)
12. Week Humanistic theory of learning (C.Rogers, A.Maslow, T.Gordon, W. Purkey) Lecture; Question Answer; Discussion

 Presentation (Including Preparation Time)
13. Week Humanistic assumptions and perspectives toward learning and teaching Lecture; Question Answer; Discussion

 Presentation (Including Preparation Time)
14. Week Motivation and learning Lecture; Question Answer; Discussion

 Presentation (Including Preparation Time)

Sources Used in This Course
Recommended Sources
Bigge, Mourris L& Shermis, Samuel S. (2004). Learning theories for teachers. Boston, New York: Pearson.
Bloom, Benjamin S. (1976). Human characteristics and school learning. New York: McGraw-Hill Book Company.
Schuell, Thomas J. (1986). Cognitive conceptions of learning, Review of Educational Research Winter 56 (4), Pp. 411-436.
Schunk, Dale H. (2004). Learning theories: An educational perspective (fourth edition). New Jersey: Pearson.
Senemoğlu, Nuray (2018). Gelişim öğrenme ve öğretim. Ankara: Anı Yayıncılık.
Stephen Tomlinson (1997). Edward Lee Thorndike and John Dewey on the Science of Education, Oxford Review of Education, 23(3), 365-383, DOI: 10.1080/0305498970230307
Tyler, R. W. (1949). Basic principles of curriculum and instruction: Chicago: University of Chicago press.
VanderStoep, Scott W. & Pintrich, Paul R. (2002). Learning to learn: The skill and will of college success. USA: Prentice Hall.
Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press
Yıldırım, Ali, Güneri, Oya Yerin & Sümer, Zeynep Hatipoğlu (2002). Development and learning. Ankara: Seçkin Yayıncılık.

Relations with Education Attainment Program Course Competencies
Program RequirementsContribution LevelDK1DK2DK3DK4DK5DK6
PY15555555
PY25555555
PY35555555
PY45555555
PY55555555

*DK = Course's Contrubution.
0 1 2 3 4 5
Level of contribution None Very Low Low Fair High Very High
.

ECTS credits and course workload
Event Quantity Duration (Hour) Total Workload (Hour)
Course Duration (Total weeks*Hours per week) 14 3
Work Hour outside Classroom (Preparation, strengthening) 14 14
Homework 13 2
Presentation (Including Preparation Time) 1 20
Report (Including Preparation and presentation Time) 1 20
Time to prepare for Midterm Exam 1 15
Time to prepare for Final Exam 1 1
Total Workload
Total Workload / 30 (s)
ECTS Credit of the Course
Quick Access Hızlı Erişim Genişlet
Course Information
  • Course Information
  • Weekly Topics (Content)
  • Sources Used in This Course
  • Relations with Education Attainment Program Course Competencies
  • ECTS credits and course workload