Course Detail
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|
HISTORY of PSYCHOLOGY | PSY4223570 | Spring Semester | 3+0 | 3 | 6 |
Prerequisites Courses | |
Recommended Elective Courses | |
Language of Course | English |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Required |
Course Coordinator | Prof.Dr. Gökhan MALKOÇ |
Name of Lecturer(s) | Prof.Dr. Gökhan MALKOÇ |
Assistant(s) | |
Aim | The aim of this class is to explain the philosophical and scientific foundation that contributed to the emergence of psychology as a modern scientific discipline. Within this framework, main psychological schools of thought of the 20th century will be discussed and critically evaluated. |
Course Content | This course contains; Introduction to history of psychology,The philosophical framework of the history of psychology,The impact of physiological studies on history o psychology,German school and Wundt,Darwin and impact of evolutionary thinking,The impact of American school,Structuralism,Functionalism,Gestalt school,Psychoanalytical and psychodynamic approaches,Origins and evolution of behaviorism,Modern approaches in psychology,Psychological schools of thought and their approaches to mental health,General evaluation of the semester. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
1. Summarize the philosophical framework underlying the history of psychology. | 10, 16, 18, 9 | A |
2. Describe and discuss the scientific influences on history of psychology and compare differential impact of these scientific influences. | 10, 16, 18, 9 | A |
3. Determine the similarities and differences between the historical development of psychology and other scientific disciplines. | 10, 16, 18, 9 | A |
Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 18: Micro Teaching Technique, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|
1 | Introduction to history of psychology | Studying the material that is provided by course instructor |
2 | The philosophical framework of the history of psychology | Studying the material that is provided by course instructor |
3 | The impact of physiological studies on history o psychology | Studying the material that is provided by course instructor |
4 | German school and Wundt | Studying the material that is provided by course instructor |
5 | Darwin and impact of evolutionary thinking | Studying the material that is provided by course instructor |
6 | The impact of American school | Studying the material that is provided by course instructor |
7 | Structuralism | Studying the material that is provided by course instructor |
8 | Functionalism | Studying the material that is provided by course instructor |
9 | Gestalt school | Studying the material that is provided by course instructor |
10 | Psychoanalytical and psychodynamic approaches | Studying the material that is provided by course instructor |
11 | Origins and evolution of behaviorism | Studying the material that is provided by course instructor |
12 | Modern approaches in psychology | Studying the material that is provided by course instructor |
13 | Psychological schools of thought and their approaches to mental health | Studying the material that is provided by course instructor |
14 | General evaluation of the semester | Studying the material that is provided by course instructor |
Resources |
A History of Modern Psychology, 5th Edition, C. James Goodwin, Wiley Publishing |
A history of psychology in letters, 2nd ed., Ludy T. Benjamin, Jr., Blackwell Publishing |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications |
No | Program Qualification | Contribution Level |
1 | 2 | 3 | 4 | 5 |
1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | | X | | | |
2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | | | | | X |
3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | | | | | |
4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | | | | | |
5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | | X | | | |
6 | Can question and criticize new ideas from a scientific point of view without taking sides. | | | | | |
7 | They adopt the principle of lifelong learning and can follow new developments in their field. | | X | | | |
8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | | | | | |
9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | | X | | | |
10 | Speaks English at least at B1 level to follow international professional developments. | | | | | |
11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | | | | | |
12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | X | | | | |
13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | | | X | | |
14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | | | | X | |
Assessment Methods
Contribution Level | Absolute Evaluation |
Rate of Midterm Exam to Success | | 40 |
Rate of Final Exam to Success | | 60 |
Total | | 100 |
ECTS / Workload Table |
Activities | Number of | Duration(Hour) | Total Workload(Hour) |
Course Hours | 14 | 3 | 42 |
Guided Problem Solving | 14 | 5 | 70 |
Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 |
Term Project | 1 | 10 | 10 |
Presentation of Project / Seminar | 1 | 1 | 1 |
Quiz | 2 | 1 | 2 |
Midterm Exam | 1 | 21 | 21 |
General Exam | 1 | 26 | 26 |
Performance Task, Maintenance Plan | 0 | 0 | 0 |
Total Workload(Hour) | 172 |
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(172/30) | 6 |
ECTS of the course: 30 hours of work is counted as 1 ECTS credit. |
Detail Informations of the Course
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|
HISTORY of PSYCHOLOGY | PSY4223570 | Spring Semester | 3+0 | 3 | 6 |
Prerequisites Courses | |
Recommended Elective Courses | |
Language of Course | English |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Required |
Course Coordinator | Prof.Dr. Gökhan MALKOÇ |
Name of Lecturer(s) | Prof.Dr. Gökhan MALKOÇ |
Assistant(s) | |
Aim | The aim of this class is to explain the philosophical and scientific foundation that contributed to the emergence of psychology as a modern scientific discipline. Within this framework, main psychological schools of thought of the 20th century will be discussed and critically evaluated. |
Course Content | This course contains; Introduction to history of psychology,The philosophical framework of the history of psychology,The impact of physiological studies on history o psychology,German school and Wundt,Darwin and impact of evolutionary thinking,The impact of American school,Structuralism,Functionalism,Gestalt school,Psychoanalytical and psychodynamic approaches,Origins and evolution of behaviorism,Modern approaches in psychology,Psychological schools of thought and their approaches to mental health,General evaluation of the semester. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
1. Summarize the philosophical framework underlying the history of psychology. | 10, 16, 18, 9 | A |
2. Describe and discuss the scientific influences on history of psychology and compare differential impact of these scientific influences. | 10, 16, 18, 9 | A |
3. Determine the similarities and differences between the historical development of psychology and other scientific disciplines. | 10, 16, 18, 9 | A |
Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 18: Micro Teaching Technique, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|
1 | Introduction to history of psychology | Studying the material that is provided by course instructor |
2 | The philosophical framework of the history of psychology | Studying the material that is provided by course instructor |
3 | The impact of physiological studies on history o psychology | Studying the material that is provided by course instructor |
4 | German school and Wundt | Studying the material that is provided by course instructor |
5 | Darwin and impact of evolutionary thinking | Studying the material that is provided by course instructor |
6 | The impact of American school | Studying the material that is provided by course instructor |
7 | Structuralism | Studying the material that is provided by course instructor |
8 | Functionalism | Studying the material that is provided by course instructor |
9 | Gestalt school | Studying the material that is provided by course instructor |
10 | Psychoanalytical and psychodynamic approaches | Studying the material that is provided by course instructor |
11 | Origins and evolution of behaviorism | Studying the material that is provided by course instructor |
12 | Modern approaches in psychology | Studying the material that is provided by course instructor |
13 | Psychological schools of thought and their approaches to mental health | Studying the material that is provided by course instructor |
14 | General evaluation of the semester | Studying the material that is provided by course instructor |
Resources |
A History of Modern Psychology, 5th Edition, C. James Goodwin, Wiley Publishing |
A history of psychology in letters, 2nd ed., Ludy T. Benjamin, Jr., Blackwell Publishing |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications |
No | Program Qualification | Contribution Level |
1 | 2 | 3 | 4 | 5 |
1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | | X | | | |
2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | | | | | X |
3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | | | | | |
4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | | | | | |
5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | | X | | | |
6 | Can question and criticize new ideas from a scientific point of view without taking sides. | | | | | |
7 | They adopt the principle of lifelong learning and can follow new developments in their field. | | X | | | |
8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | | | | | |
9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | | X | | | |
10 | Speaks English at least at B1 level to follow international professional developments. | | | | | |
11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | | | | | |
12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | X | | | | |
13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | | | X | | |
14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | | | | X | |
Assessment Methods
Contribution Level | Absolute Evaluation |
Rate of Midterm Exam to Success | | 40 |
Rate of Final Exam to Success | | 60 |
Total | | 100 |
Numerical Data
Ekleme Tarihi: 05/10/2023 - 15:20Son Güncelleme Tarihi: 05/10/2023 - 15:21
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