Eğitim Bilgi Sistemi

Ders Bilgileri
Ders Tanımı
Ders Akışı
Dersin Prog. Çıktılarına Katkısı
Değerlendirme Sistemi
AKTS - İş Yükü

Ders Adı	Kodu	Yarıyıl	T+U Saat	Kredi	AKTS
Physıologıcal Psychology	RPD 104	2	2 + 0	2	4

Ön Koşul Dersleri
Önerilen Seçmeli Dersler
Dersin Dili	Türkçe
Dersin Seviyesi	Lisans
Dersin Türü	Zorunlu
Dersin Koordinatörü	Prof.Dr. ŞENOL BEŞOLUK
Dersi Verenler	Doç.Dr. ÜMİT SAHRANÇ,
Dersin Yardımcıları	Res. Ass. Erol UĞUR
Dersin Kategorisi	Diğer
Dersin Amacı	In order to understand the interactions between human physiology and psychology, it is aimed to reveal the structure of the nervous and hormonal systems which are control systems, their functioning and their effects on human psychology and learning.
Dersin İçeriği	The field and research methods of physiological psychology; physiology and anatomy of the organism, behavioral mechanisms, sensory functions, motor functions and emotions, physiological basis of motivation and instability, functional disorders and causes of these disorders.

#	Ders Öğrenme Çıktıları	Öğretim Yöntemleri	Ölçme Yöntemleri
1	Explain the basic features of the physiology and anatomy of the organism.	Lecture, Question-Answer, Discussion,	Testing, Homework,
2	Associates brain development with education for children	Lecture, Question-Answer, Discussion,	Testing, Homework,
3	Establishes the relationship between interaction among nerve cells and learning.	Lecture, Question-Answer, Discussion,	Testing, Homework,
4	Establishes the relationship between the functions of different regions of the brain and learning.	Lecture, Question-Answer, Discussion,	Testing, Homework,
5	Explains the relationship between the capabilities of the individual and the development of the brain hemispheres.	Lecture, Question-Answer, Discussion,	Testing, Homework,
6	Discloses the physiological basis of motivation and guiding.	Lecture, Question-Answer, Discussion,	Testing, Homework,
7	Discuss the learning and memory effects of the hormone system.	Lecture, Question-Answer, Discussion,	Testing, Homework,
8	Evaluates the relationship between psychological state and body secretions.	Lecture, Question-Answer, Discussion,	Testing, Homework,
9	Explains how the emotional state affects the speed of learning.	Lecture, Question-Answer, Discussion,	Testing, Homework,
10	Explains how the brain learns and which factors influence learning.	Lecture, Question-Answer, Discussion,	Testing, Homework,

Hafta	Ders Konuları	Ön Hazırlık
1	Motivation and physiological basis of motivation
2	Functional disorders and their causes
3	Nerve cells and signal transduction (the prominence of expressing emotions)
4	Motor functions and emotions
5	Brain information processing and its examples
6	Holistic Evaluation
7	Sensory functions
8	Midterm
9	Behavioral mechanisms
10	Neurotransmitters affecting brain chemistry behaviors
11	Physiology and anatomy of the organism (brain regions and functions)
12	Neuron and brain development in children
13	Behavioral mechanisms
14	The field of physiological psychology and its relationship with psychological counseling

Kaynaklar
Ders Notu
Ders Kaynakları	[1] Bear, MF., Connors, BW., Paradiso, MA. (1996). Neuroscience: exploring the brain [2] Greenfield, S. (2000). İnsan Beyni. İstanbul: Varlık Yayınları. [3] Jensen, Eric. (1998). Teaching with the brain mind. Çev. Doğanay, Ahmet. (2006). Beyin Uyumlu Öğrenme. Ankara: Nobel Kitabevi. [4] Ülgen, Gülten. (2002). Beyin Temelli Öğrenme. Nobel Kitabevi. [5] Madi, Bülent. (2006). Öğrenme Beyinde nasıl oluşur? Morpa Yayınları. [6] Duman, Bilal. (2007). Neden Beyin Temelli Öğrenme?. Ankara: Pagema yayıncılık. [7] Senemoğlu, Nuray. (2007). Gelişim Öğrenme Öğretim. Kuramdan Uygulamaya. Ankara: Gönül Yayınları. [8] Açıkgöz, Ü. K. (2002). Aktif Öğrenme. Ankara: Eğitim Dünyası Yayınları. [9] Özden, Y. (2005). Öğrenme ve Öğretme. Ankara: Pagem Akademi. [10] Boydak, Alp Beyin Yarım Kürelerinin Gizemi, Beyaz Yayınları, 2004, İstanbul. [11] Kandel, ER., Schwartz, JH., Jessell, TM., (2000). Principles of Neural Science, (2000). [12] Berne, RM., Levy, MN. (2000). Principles of Physiology. Third ed. [13] Kandel, ER., Schwartz, JH., Jessell, TM., (2000). Principles of Neural Science, (2000). [14] Berne, RM., Levy, MN. (2000). Principles of Physiology. Third ed.

Kaynaklar

Ders Notu

Ders Kaynakları

[1] Bear, MF., Connors, BW., Paradiso, MA. (1996). Neuroscience: exploring the brain
[2] Greenfield, S. (2000). İnsan Beyni. İstanbul: Varlık Yayınları.
[3] Jensen, Eric. (1998). Teaching with the brain mind. Çev. Doğanay, Ahmet. (2006). Beyin Uyumlu Öğrenme. Ankara: Nobel Kitabevi.
[4] Ülgen, Gülten. (2002). Beyin Temelli Öğrenme. Nobel Kitabevi.
[5] Madi, Bülent. (2006). Öğrenme Beyinde nasıl oluşur? Morpa Yayınları.
[6] Duman, Bilal. (2007). Neden Beyin Temelli Öğrenme?. Ankara: Pagema yayıncılık.
[7] Senemoğlu, Nuray. (2007). Gelişim Öğrenme Öğretim. Kuramdan Uygulamaya. Ankara: Gönül Yayınları.
[8] Açıkgöz, Ü. K. (2002). Aktif Öğrenme. Ankara: Eğitim Dünyası Yayınları.
[9] Özden, Y. (2005). Öğrenme ve Öğretme. Ankara: Pagem Akademi.
[10] Boydak, Alp Beyin Yarım Kürelerinin Gizemi, Beyaz Yayınları, 2004, İstanbul.
[11] Kandel, ER., Schwartz, JH., Jessell, TM., (2000). Principles of Neural Science, (2000).
[12] Berne, RM., Levy, MN. (2000). Principles of Physiology. Third ed.

[13] Kandel, ER., Schwartz, JH., Jessell, TM., (2000). Principles of Neural Science, (2000).
[14] Berne, RM., Levy, MN. (2000). Principles of Physiology. Third ed.

Sıra	Program Çıktıları	Katkı Düzeyi
Sıra	Program Çıktıları	1	2	3	4	5
1	• They are aware of the existing social structure and cultural dynamics while providing guidance and counseling services.		X
2	• They use the terminology of guidance and counseling by adhering to grammar rules of the native language	X
3	• They have a linguistic interaction with which they express their feelings thoughts and facts related to the field of guidance and psychological counseling in all kinds of cultural and social contexts.		X
4	• They have a linguistic interaction that can identify the needs of clients with different cultural contexts from the current culture.		X
5	• They have knowledge of foreign language with which they can follow recent scientific developments such as new therapy techniques, theories, symposiums) about the field.			X
6	• They communicate with clients with different cultural contexts from current culture on the basis of positive acceptance.	X
7	• They list and describe the competences to conduct research in the field of Counseling and Psychological Counseling.					X
8	They list and describe vocational counseling lists and discloses measuring instruments to be used in aid process.		X
9	• They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services.				X
10	• They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services.				X
11	• They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services.			X
12	• They effectively express their knowledge, opinions and suggestions in the field of guidance and psychological counseling by using various communication tools.			X
13	• They plan individual and group counseling sessions by deciding on the needs of their clients.	X
14	• They take into account the consultant and situation-specific conditions while planning the psychological counseling process.	X
15	• They provide preventive guidance and psychological counseling services tailored to the changing needs of the institution they serve.	X
16	• They manage and adjourn individual and group counseling sessions by deciding on the needs of their clients.	X
17	• They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications.	X
18	• They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications.	X
19	• They know the scope of school guidance and psychological services and serve school stakeholders within this context.	X
20	• They frame the problems of their clients with a scientific outlook by referencing to development, learning and personality theories.		X
21	• They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications.		X
22	• They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications.			X
23	• They offer psychological counseling assistance after traumatic events that may occur at the national or local level.	X
24	• They take into consideration spiritual and universal values while conducting the psychological aid process.				X
25	• They establish effective communication and business alliance with students, colleagues, family and other stakeholders in education to effectively conduct guidance services.	X
26	• They perform the process of identifying students with various adjustment disorders, developing the intervention plan, implementing and monitoring.	X
27	• They plan appropriate counseling sessions specific to each individual by taking into account individual and social circumstances of the ability to make individual and group psychological counseling.		X
28	• They initiate, maintain and adjourn individual counseling sessions that are specific to individual, taking into account the individual and social circumstances of the ability to make psychological counseling with individual and group.	X
29	• They implement a guidance program for treatment of developmental crises that may arise during life span.	X
30	They acquire an ethical understanding of the positive acceptance framework by being loyal to the ethical principles of the field of guidance and psychological counseling.			X
31	• They develop professional attitudes in accordance with the basic principles of human relations and communication.	X

Değerlendirme Sistemi
Yarıyıl Çalışmaları	Katkı Oranı
1. Kısa Sınav	15
1. Ara Sınav	55
2. Kısa Sınav	15
3. Kısa Sınav	15
Toplam	100
1. Final	40
1. Yıl İçinin Başarıya	60
Toplam	100

AKTS - İş Yükü Etkinlik	Sayı	Süre (Saat)	Toplam İş Yükü (Saat)
Course Duration (Including the exam week: 16x Total course hours)	16	2	32
Hours for off-the-classroom study (Pre-study, practice)	13	2	26
Mid-terms	1	10	10
Quiz	2	6	12
Assignment	1	10	10
Final examination	1	10	10
Toplam İş Yükü			100
Toplam İş Yükü / 25 (Saat)			4
Dersin AKTS Kredisi			4

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