Graduate School of Education
Bilkent University
TE 509: Developmental Psychology
2 credits (ECTS 4 credits), EU level: 7
Fall semester, 2012
Tuesdays, 1:40 – 3:30 p.m. (2 hours), Room: G254
Instructor: Dr. Robin Martin
Office:
G262
Telephone: 290-2922
Email:
RMartin@bilkent.edu.tr
Office hours: Open door policy (best days: Tuesdays and Thursdays)
Catalogue entry for this course: Basic concepts and principles of development. Theories of
development. Stages of development. Physical, cognitive, personal and moral development
during childhood and adolescent period. Problems during puberty and coping strategies.
Course description:
This course introduces you to the fundamental concepts, ideas, principles, theories and
methods of developmental psychology that are relevant to your role as a teacher.
The course is divided into three areas of study: 1) theories of cognitive development by Piaget
and Vygotsky; 2) Erikson’s theory of life-stage development and Kohlberg on moral
development; 3) physical, social and emotional development of adolescents that affect
problem-solving during puberty. An important theme throughout the course is how to reexamine the world by looking through the eyes of teenagers. How do teenagers see the world
differently from adults? You will have many opportunities to evaluate the usefulness of
theories and research for giving a wider understanding of human nature, especially during
adolescence. You will be encouraged to expand your own interpretations of individual
differences and consider how teachers can develop greater sensitivity for listening to and
understanding the perspectives of teenagers.
This course is delivered in flexible delivery mode using Moodle, which means learning takes
place in class face-to-face, and also online using the Internet. Further details of flexible
learning will be given in class.
Course objectives:
By the end of the course students will be able to:
1. Discuss the varied meanings of learning and development, and the processes that underlie
them. (Weeks 1-2, case problem, exam)
2. Compare and contrast the cognitive development theories of Piaget and Vygotsky and
explain their relevance to classroom teaching practices. (Weeks 2-4, case problem, exam)
3. Analyze theories and research that explain common features of adolescents’ personal,
social, emotional, and moral development. (Weeks 2-8; midterm exam, final project)
TE 509: Developmental Psychology, Syllabus, page 1
4. Examine how teenagers approach and cope with social/moral problems in different ways.
(Weeks 6-10; group presentations and final project)
5. Adopt realistic expectations of students when formulating curricular goals, planning
teaching strategies, and encouraging healthy student-teacher interactions outside of classes.
(Weeks 10-14; group presentations, final project)
Course schedule:
Week
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Date
Topics
Tues
Introduction and overview of
18 Sept course. Expectations; approaches to
learning.
25 Sept Cognitive development: Meaning of
learning; how is it different from
developing? How is it different from
cognition? Self discovery: The
Unplug Yourself, 24-hour challenge
2 Oct Piaget’s theory of cognitive
development
9 Oct Vygotsky’s theory of cognitive
development
16 Oct Identity development – investigation
of Erikson’s life stage theory and its
relevance to adolescent development
23 Oct Moral development – introduction to
Kohlberg’s theory of moral reasoning
Iyi Bayramlar!
30 Oct Parent-teacher relationships;
identity in action; social-emotional
learning, and environmental
influences on student development
6 Nov Social-emotional learning in Turkey;
watch first part of Beş Vakit; discuss
group presentations
13 Nov
20 Nov Personal problems experienced by
adolescents; review guidelines for
presentations and final projects;
practice interviewing techniques.
27 Nov Turkish research and case problems:
Focus on emotional issues
4 Dec Turkish research and case problems:
Focus on social issues
11 Dec Turkish research and case problems:
Focus on moral issues
18 Dec Review key issues developed
throughout the course. Some final
thoughts from Carl Rogers
Assignments
and Exams
Readings
To be posted weekly
on Moodle, to
compliment cases &
Case Problem 1: course discussion…
Learning & Dev.
(on Moodle,
limit to first 10
responses)
Eggen & Kauchak
(2004), pp 37-47
Case Problem 2:
Cognitive Dev.
Case Problem 3: Snowman, 2006
Identity Dev.
Guest speaker from
BLIS
Case Problem 4: Finish watching
SEL
Beş Vakit
Midterm exam
Guest speaker from
BLIS
Group
presentations
Group
presentations
Group
presentations
TE 509: Developmental Psychology, Syllabus, page 2
Assessment – further details will be provided in class
Type of assessment
Date due
Case problems: Respond to one case (from several that will be posed
Sept-Nov.
on the Moodle), and reply with careful consideration to one friend’s
One case
case. Each substantial posting is 10 points; you may expand a
+ one response
response if a peer poses a question that helps you to reconsider it.
Midterm exam – covers Weeks #1-8, two hours; exam is comprised
13 Nov.
of three essay questions.
Group presentations: Each group is required to summarize two
27 Nov. –
articles that describe adolescent developmental issues (social or
11 Dec.
psychological) as researched in Turkey and suggest ways of applying
the research in schools. Peer feedback will be included.
Final project: An analysis of adolescence (4-6 pages) - Find and
To be
summarize three research-based articles with differing interpretations
announced
of an issue concerning social or moral development. Interview two
classmates (or friends) about how they faced these issues during
adolescence. Summarize similarities and differences in how teenagers
approach and cope with social/moral problems in their lives.
Attendance and punctuality: Absence without a medical report
Weekly
results in -1% per hour missed; -0.5% for each noticeable lateness (late
means after class has started). Note that even with a medical report,
more than 3 weeks’ absences result in a failure.
%
10
10
20
20
30
10
Plagiarism is not tolerated at Bilkent. Please speak with the instructor if you have any
questions about standard conventions for paraphrasing, quoting, or referencing sources
appropriately.
Bibliography
*** NOTE: Specific readings, including related web sites and journal articles, will be available
on the Moodle. Please check the Moodle weekly.
Adams, G., ed. (2000). Adolescent development: The essential readings. Oxford, UK:
Blackwell Publishers Ltd. [Available in office G 262]
Edwards, L., Hopgood, J., Rosenberg, K., & Rush, K. (n.d.). Mental development and
education: A resource for student teachers focusing on Piaget’s theory and criticism.
Retrieved from http://ehlt.flinders.edu.au/education/DLiT/2000/Piaget/begin.htm
Harder, A. (2002). The developmental stages of Erik Erikson. Learning Place Online. Retrieved
Feb 2009, from http://www.learningplaceonline.com/stages/organize/Erikson.htm
TE 509: Developmental Psychology, Syllabus, page 3
Healy, J.M. (1990). Endangered minds: Why children don’t think—and what we can do about
it. New York: Touchstone. [Available in office G 262]
Ormrod, J.E., McGuire, D.J. (2007). Case studies: Applying educational psychology. Upper
Saddle River, NJ: Pearson/Merrill Prentice Hall. [Available in office G 262]
Rogers, C. (1969). Freedom to learn: a view of what education might become. Columbus,
Ohio: Charles Merrill Publishing Company. [Available in office G 262]
Seifert, K. (1999). Constructing a psychology of teaching & learning. Boston: Houghton
Mifflin Co.
Siegler, R.S., Alibali, M.W. (2005). Children’s thinking. 4th ed. Upper Saddle River, NJ:
Prentice Hall. [Available in office G 262]
Snowman, J. (2006). Psychology applied to teaching. 11th ed. Boston: Houghton Mifflin.
Sprinthill, R., Sprinthill, N., & Oja, S. (1998). Educational psychology: A developmental
approach. Boston: McGraw Hill. [Available in office G 262]
Steinberg, L. (2008). Adolescence. 8th ed. Boston: McGraw Hill.
Stodden, R., Hamada, C., Simonelli, S, and Nagasako, J (2003). Social emotional learning
brief. Retrieved Sept 8, 2010, from www.sig.hawaii.edu/products/briefs/sel_brief.pdf
Wakefield, J. (1996). Educational psychology: Learning to be a problem solver.
Boston/Toronto: Houghton Mifflin Co. [Available in office G 262]
TE 509: Developmental Psychology, Syllabus, page 4