Information Package / Course Catalogue
Cognitive Indicators in Inquiry Based Learning Environment
Course Code: İFB626
Course Type: Area Elective
Couse Group: Third Cycle (Doctorate Degree)
Education Language: Turkish
Work Placement: N/A
Theory: 3
Prt.: 0
Credit: 3
Lab: 0
ECTS: 8
Objectives of the Course

Nature of inquiry-based learning to study the effect on skills about inquiry of different beliefs (self-efficacy, goal orientation) of students. Be associated with the cause of change belief systems.

Course Content

Social cognitive learning theory The theoretical framework of self efficacy and goal orientation Relationships with self efficacy, goal orientation and inquiry learning environment Relationships with self efficacy, goal orientation and inquiry skills.

Name of Lecturer(s)
Prof. Burak FEYZİOĞLU
Learning Outcomes
1.To be able to know the theoretical framework of Social cognitive learning
2.To be able to explain the processes about social cognitive learning theory
3.To be able to separate properties about inquiry learning from other learning environment.
4.To be able to realize self efficacy and goal orientatin to effects on inquiry learning environmet
5.To be able to realize inquiry learning environmet to effects on self efficacy and goal orientatin
Recommended or Required Reading
1.Bandura, A., & Cervone, D. (1983). Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems. Journal of Personality and Social Psychology, 45, 1017-1028.
2.Bandura, A., & Locke, E. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88, 87-99.
3.Benight, C. C., & Bandura, A. (2004). Social cognitive theory of posttraumatic recovery: The role of perceived self-efficacy. Behaviour Research and Therapy, 42, 1129-1148.
4.Bandura, A. (1988). Organizational applications of social cognitive theory. Australian Journal of Management, 13, 275-302.
5.Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development. Vol. 6. Six theories of child development (pp. 1-60). Greenwich, CT: JAI Press.
6.Schunk, D.H. (2009). Öğrenme Teorileri, Nobel Yayın Dağıtım, Ankara.
7.Sansone, C. & Harackievicz, J.M. (2000). Intrinsic and Extrinsic Motivation, Academic Press.
8.Kurien, S. A. (2011). The Relation Between Teachers’ Personal Teaching Efficacy and Students’ Academic Efficacy for Science and Inquiry Science, Lincoln, Nebraska: ProQuest LLC
9.Pajares, M.F. (1992). Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct, Rewiev of Educational research, 62(3), 307-332.
Weekly Detailed Course Contents
Week 1 - Theoretical
Learning in Social cognitive theory
Week 1 - Preparation Work
Bandura, A. (1988). Organizational applications of social cognitive theory. Australian Journal of Management, 13, 275-302.Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development. Vol. 6. Six theories of child development (pp. 1-60). Greenwich, CT: JAI Press.Schunk, D.H. (2009). Öğrenme Teorileri, Nobel Yayın Dağıtım, Ankara.
Week 2 - Theoretical
Modelling in Social cognitive theory
Week 2 - Preparation Work
Benight, C. C., & Bandura, A. (2004). Social cognitive theory of posttraumatic recovery: The role of perceived self-efficacy. Behaviour Research and Therapy, 42, 1129-1148. Bandura, A. (1988). Organizational applications of social cognitive theory. Australian Journal of Management, 13, 275-302.Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development. Vol. 6. Six theories of child development (pp. 1-60). Greenwich, CT: JAI Press.Schunk, D.H. (2009). Öğrenme Teorileri, Nobel Yayın Dağıtım, Ankara.
Week 3 - Theoretical
Social cognitive modeling effect on learning and application
Week 3 - Preparation Work
Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development. Vol. 6. Six theories of child development (pp. 1-60). Greenwich, CT: JAI Press.Schunk, D.H. (2009). Öğrenme Teorileri, Nobel Yayın Dağıtım, Ankara.
Week 4 - Theoretical
Goals and Expectations
Week 4 - Preparation Work
Schunk, D.H. (2009). Öğrenme Teorileri, Nobel Yayın Dağıtım, Ankara.Sansone, C. & Harackievicz, J.M. (2000). Intrinsic and Extrinsic Motivation, Academic Press.Bandura, A., & Locke, E. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88, 87-99.
Week 5 - Theoretical
The theoretical framework of goal orientation
Week 5 - Preparation Work
Bandura, A., & Locke, E. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88, 87-99.Bandura, A., & Cervone, D. (1983). Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems. Journal of Personality and Social Psychology, 45, 1017-1028.
Week 6 - Theoretical
Models of goal orientation
Week 6 - Preparation Work
Bandura, A., & Locke, E. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88, 87-99.Bandura, A., & Cervone, D. (1983). Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems. Journal of Personality and Social Psychology, 45, 1017-1028.
Week 7 - Theoretical
The theoretical framework of self efficacy
Week 7 - Preparation Work
Bandura, A., & Locke, E. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88, 87-99.Bandura, A., & Cervone, D. (1983). Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems. Journal of Personality and Social Psychology, 45, 1017-1028.Pajares, M.F. (1992). Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct, Rewiev of Educational research, 62(3), 307-332.
Week 8 - Theoretical
Relationships with nature of inquiry and goal orientation
Week 8 - Preparation Work
Kurien, S. A. (2011). The Relation Between Teachers’ Personal Teaching Efficacy and Students’ Academic Efficacy for Science and Inquiry Science, Lincoln, Nebraska: ProQuest LLCSchunk, D.H. (2009). Öğrenme Teorileri, Nobel Yayın Dağıtım, Ankara.
Week 9 - Theoretical
Relationships with nature of inquiry and self efficacy
Week 10 - Theoretical
Goal orientation, self efficacy and cognitive process
Week 11 - Theoretical
Goal orientation, self efficacy and achievement outcomes
Week 12 - Theoretical
The properties of inquiry learning environment with goal orientation and self efficacy
Week 13 - Theoretical
The properties of inquiry learning environment with goal orientation and self efficacy
Week 14 - Theoretical
The properties of inquiry learning environment with goal orientation and self efficacy
Assessment Methods and Criteria
Type of AssessmentCountPercent
Midterm Examination1%40
Final Examination1%60
Workload Calculation
ActivitiesCountPreparationTimeTotal Work Load (hours)
Lecture - Theory130339
Assignment2048
Individual Work130565
Midterm Examination140444
Final Examination140444
TOTAL WORKLOAD (hours)200
Contribution of Learning Outcomes to Programme Outcomes
PÇ-1
PÇ-2
PÇ-3
PÇ-4
PÇ-5
PÇ-6
PÇ-7
PÇ-8
PÇ-9
PÇ-10
PÇ-11
OÇ-1
3
5
4
4
4
4
4
OÇ-2
3
5
4
4
4
4
4
OÇ-3
3
4
4
4
4
4
4
OÇ-4
4
5
4
4
4
4
4
OÇ-5
4
5
4
4
4
4
4
Adnan Menderes University - Information Package / Course Catalogue
2026