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Description of Individual Course Units| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | AE-MT405B | | Compulsory | 4 | 7 | 3 |
| | Level of Course Unit | | First Cycle | | Objectives of the Course | | At the end of this course, the student will be able to recognize some concepts in cognitive psychology, to understand the importance of these concepts for mathematics education and to understand the relationship between mathematics education and cognitive psychology. | | Name of Lecturer(s) | | Dr. Öğr. Üyesi Mesut ÖZTÜRK | | Learning Outcomes | | 1 | Students will know some concepts in cognitive psychology. | | 2 | Students will be able to understand the concepts of cognitive psychology in mathematics education. | | 3 | Students will be able to understand the importance of mathematics education of some concepts in cognitive psychology. | | 4 | Students will understand the relationship between mathematics education and cognitive psychology. | | 5 | Students will be able to academic studies used the concepts of cognitive psychology in mathematics education. |
| | Mode of Delivery | | Normal Education | | Prerequisites and co-requisities | | None | | Recommended Optional Programme Components | | None | | Course Contents | | Recognition of the concepts related to psychology such as caution, perception, cognition, metacognition, self-regulation, understanding the process of transition from arithmetic to algebra from cognitive point of view, knowing the analogical reasoning and applying to problems, recognizing various types of mathematical reasoning, recognize the concepts of cognitive distortions and negative automatic thinking which may prevent learning mathematics | | Weekly Detailed Course Contents | |
| 1 | Introduction to the course | | | | 2 | Perception | Okumalar:
Goldstein, 2013 (s. 102-155)
| | | 3 | Attention | Okumalar:
Goldstein, 2013 (s. 156-211)
| | | 4 | Cognition and metacognition | Okumalar:
Öztürk (2017)
Akın (2013)
Akın ve Arabacı (2011)
Akpunar (2011)
| | | 5 | Self-regulation | Okumalar:
Öztürk (2017)
Akın (2013)
| | | 6 | From arithmetic to algebra | Okumalar:
Akkan (2009)
| | | 7 | Analogical reasoning | Okumalar:
Goldstein, 2013 (s. 554-659)
Solso, Maclin & Maclin, 2014 (s.518)
| | | 8 | Midterm exam | | | | 9 | Creative problem solving
Inductive reasoning
Deductive reasoning
| Okumalar:
Goldstein, 2013 (s. 554-659)
Solso, Maclin & Maclin, 2014 (s.518)
| | | 10 | Intuitive | Okumalar:
Goldstein, 2013 (s. 554-659)
Solso, Maclin & Maclin, 2014 (s.518)
| | | 11 | Cognitive distortion | Okumalar:
Ağır (2007)
| | | 12 | Negative automatic thinking | Okumalar:
Ağır (2007)
| | | 13 | Insight | Okumalar:
Goldstein, 2013 (s. 554-659)
Solso, Maclin & Maclin, 2014 (s.518)
| | | 14 | General evaluation of the course | | | | 15 | Final Exam | | |
| | Recommended or Required Reading | | Ders notları
• Diğer Kaynaklar:
• Ağır, M. (2007). Üniversite öğrencilerinin bilişsel çarpıtma düzeyleri ile problem çözme becerileri ve umutsuzluk düzeyleri arasındaki ilişki (Yayınlanmamış doktora tezi), İstanbul: İstanbul Üniversitesi.
• Akın, A. (2013). Güncel psikolojik kavramlar 1: Pozitif psikoloji. Sakaya: Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü
• Akın, A. ve Abacı, R. (2011). Biliş ötesi. Ankara: Nobel Akademik Yayıncılık Eğitim Danışmanlık Tic. Ltd. Şti.
• Akkan, Y. (2009). İlköğretim öğrencilerinin aritmetikten cebire geçiş süreçlerinin incelenmesi (Yayınlanmamış doktora tezi). Trabzon: Karadeniz Teknik Üniversitesi.
• Goldstein, E. B. (2013). Bilişsel Psikoloji. (Çev. O. Gündüz) İstanbul: Kaknüs Yayınları.
• Öztürk, M. (2017). Matematik öğretmeni ve öğretmen adaylarının ispat yapma süreçlerinin bilişsel açısından incelenmesi (Yayınlanmamış doktora tezi). Atatürk Üniversitesi, Erzurum.
• Solso, R. L., Maclin, M. K. and Maclin, O. H. (2014). Bilişsel Psikoloji. (Çev. A. Ayçiçeği-Dinn) İstanbul: Kitabevi
| | Planned Learning Activities and Teaching Methods | | | Assessment Methods and Criteria | |
| Midterm Examination | 1 | 100 | | SUM | 100 | |
| Final Examination | 1 | 100 | | SUM | 100 | | Term (or Year) Learning Activities | 30 | | End Of Term (or Year) Learning Activities | 70 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
| | Workload Calculation | |
| Midterm Examination | 1 | 1 | 1 | | Final Examination | 1 | 2 | 2 | | Attending Lectures | 14 | 3 | 42 | | Individual Study for Homework Problems | 14 | 3 | 42 | | Individual Study for Mid term Examination | 1 | 30 | 30 | | Individual Study for Final Examination | 1 | 20 | 20 | | Reading | 14 | 3 | 42 | |
| Contribution of Learning Outcomes to Programme Outcomes | | | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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