Information Package / Course Catalogue
| Course Code | : İSÖ529 |
| Course Type | : Area Elective |
| Couse Group | : Second Cycle (Master's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 3 |
| Prt. | : 0 |
| Credit | : 3 |
| Lab | : 0 |
| ECTS | : 5 |
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below: • Deep discipline knowledge and intellectual breadth • Creative and critical thinking and problem solving • Teamwork and communication skills • Professionalism and leadership readiness • Intercultural and ethical competency • Digital capabilities • Self awareness and emotional intelligence
Learning is central to education. Research in neuroscience is having an increasing impact on our understanding of learning. By looking at the brain, scientists are studying the very complex processes that underpin our memory, speech and language, thinking and reasoning, reading and mathematics. The course explores links between our own experiences as educators, various perspectives from cognitive psychology, and neuroscientific findings. It also addresses several 'neuromyths', where neuroscientific findings seem to have been extrapolated somewhat too far into educational practice.
| Prof. Esin ACAR YÜREKLİ |
| 1. | Draw out links between neuroscience, cognitive psychology, and education |
| 2. | Apply knowledge of cognitive neuroscience to classroom practice, school |
| 3. | Discuss some of how the peripheral and central nervous systems operate and the implications for learning and acting |
| 4. | Demonstrate an understanding of how emotion can affect learning |
| 5. | Identify how neuroscience can contribute to educational debates about gender and the education of child’s |
| 6. | Analyze the validity, and usefulness, of educational interventions which claim to be based on neuroscientific findings |
| 7. | Identify factors that can affect brain development and effectiveness |
| 8. | Discuss ethical issues associated with neuroscientific research |
| 9. | Identify, deeply research, and present the relationship between a specific set of neuroscientific findings and educational practice |
| 10. | Summarize the learning theory of an assigned cognitive psychologist, and be aware of the different theories of others |
| 1. | The Battle for Your Brain. Defending the Right to Think Freely in the Age of Neurotechnology. Nita A. Farahany / St. Martin's Press, 2023 / ISBN 9781250272966 |
| 2. | Hardiman, M., Rinne, L., Gregory, E. et al. Neuroethics, Neuroeducation, and Classroom Teaching: Where the Brain Sciences Meet Pedagogy. Neuroethics 5, 135–143 (2012). https://doi.org/10.1007/s12152-011-9116-6 |
| 3. | Hardiman, M. 2003. Connecting brain research with effective teaching: The Brain-Targeted Teaching Model. Landham: Scarecrow. |
| 4. | Hardiman, M., and M. Denckla. 2010. The science of education: Informing teaching and learning through the brain sciences. In Cerebrum, ed. D. Gordon, 3–11. New York: Dana. |
| 5. | Hardiman, M. 2003. Connecting brain research with effective teaching: The Brain-Targeted Teaching Model. Landham: Scarecrow. |
| 6. | Dubinsky, J.M. 2010. Neuroscience education for prekindergarten -12 teachers. The Journal of Neuroscience 30(4): 8057–8060. |
| 7. | Weisberg, D.S., F.C. Keil, J. Goodstein, E. Rawson, and J.R. Gray. 2008. The seductive allure of neuroscience explanations. Journal of Cognitive Neuroscience 20: 470–477. |
| 8. | McCabe, D.P., and A.D. Castel. 2008. Seeing is believing: The effect of brain images on judgments of scientific reasoning. Cognition 107: 343–352 |
| 9. | Hardiman, M., S. Magsamen, G. McKhann, and J. Eilber. 2009. Neuroeducation: Learning, arts, and the brain. New York/Washington, DC: Dana. |
| 10. | Sortwell, A., Gkintoni, E., Zagarella, S., Granacher , U., Forte, P., Ferraz , R., Ramirez-Campillo, R., Carter-Thuillier, B., Konukman, F., Nouri , A., Bentley, B., Marandi, P., & Jemni , M. (2023). Making neuroscience a priority in Initial Teacher Education curricula: a call for bridging the gap between research and future practices in the classroom. Neuroscience Research Notes, 6(4), 266.1–266.7. https://doi.org/10.31117/neuroscirn.v6i4.266 |
| Type of Assessment | Count | Percent |
|---|---|---|
| Practice | 1 | %30 |
| Assignment | 1 | %10 |
| Verbal Examination | 1 | %10 |
| Term Assignment | 1 | %50 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 1 | 3 | 56 |
| Assignment | 2 | 3 | 3 | 12 |
| Seminar | 2 | 3 | 3 | 12 |
| Term Project | 1 | 5 | 15 | 20 |
| Individual Work | 10 | 0 | 1 | 10 |
| Final Examination | 1 | 10 | 3 | 13 |
| TOTAL WORKLOAD (hours) | 123 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | PÇ-11 | PÇ-12 | PÇ-13 | |
OÇ-1 | 5 | 5 | 2 | ||||||||||
OÇ-2 | 4 | 5 | 3 | 4 | |||||||||
OÇ-3 | 5 | 4 | 5 | 3 | |||||||||
OÇ-4 | 3 | 4 | 3 | ||||||||||
OÇ-5 | 2 | 3 | 4 | ||||||||||
OÇ-6 | 4 | 5 | 4 | 5 | |||||||||
OÇ-7 | 5 | 4 | |||||||||||
OÇ-8 | 5 | 4 | 5 | ||||||||||
OÇ-9 | 4 | 4 | 4 | 4 | |||||||||
OÇ-10 | 3 | ||||||||||||