| Course Name | Code | Semester | T+U Hours | Credit | ECTS |
|---|---|---|---|---|---|
| Physiological Psychology | RPD 103 | 1 | 3 + 0 | 3 | 9 |
| Precondition Courses | |
| Recommended Optional Courses | |
| Course Language | Turkish |
| Course Level | Bachelor's Degree |
| Course Type | Compulsory |
| Course Coordinator | Prof.Dr. ALİ HAYDAR ŞAR |
| Course Lecturers | |
| Course Assistants | Res. Assist. Tuğba Seda Çolak |
| Course Category | Other |
| Course Objective | Human physiology and psychology affects each other, to understand these interactions, nervous system and endocrine system must be understood. |
| Course Content | Physiological psychology and research methods, Human nervous system; peripheral and central nervous system, Nerve cells and signal transduction, Structure and function of brain, Brain divisions and their functions, Brain chemistry- neurotransmitters and their affects on behaviors, Information processing in brain, Development neurons and brain in children, Endocrine system, Functions of hormones, Memory and recall, Affects of hormones and neurotransmitters on memory and learning, The role of emotion on learning and thinking processes. How do stress and pressure affect learning? |
| # | Course Learning Outcomes | Teaching Methods | Assessment Methods |
|---|---|---|---|
| 1 | Explain mechanisms of stimulation and impulse propagation of nerve cells, | Lecture, Question-Answer, Brain Storming, | |
| 2 | Relate education and brain development in children, | Brain Storming, Lecture, Question-Answer, | |
| 3 | Evaluate learning and interactions among nerve cells | Lecture, Question-Answer, Brain Storming, | True False Tests, Short Answer Tests, |
| 4 | Define brain divisions and their functions and relate them with learning | Brain Storming, Lecture, Question-Answer, | |
| 5 | Explain the relation between personal abilities and brain areas developmental level, | Lecture, Question-Answer, Brain Storming, | |
| 6 | Explain effects of neurotransmitters on behaviors, | Lecture, Question-Answer, Brain Storming, | |
| 7 | Discuss the role of endocrine system in learning and memory, | Lecture, Question-Answer, Brain Storming, | |
| 8 | Evaluate relations between psychological state and body secretions, | Lecture, Question-Answer, Brain Storming, | True False Tests, Short Answer Tests, |
| 9 | Evaluate the affects of stress and fear on learning, | Lecture, Question-Answer, Brain Storming, | |
| 10 | Explain how brain learns and which factors affect learning. | Lecture, Question-Answer, Brain Storming, |
| Week | Course Topics | Preliminary Preparation |
|---|---|---|
| 1 | Physiological psychology and research methods, | |
| 2 | Human nervous system; peripheral and central nervous system, | |
| 3 | Nerve cells and signal transduction, | |
| 4 | Structure and function of brain, | |
| 5 | Brain divisions and their functions, | |
| 6 | Brain chemistry- neurotransmitters and their affects on behaviors, | |
| 7 | Information processing in brain, | |
| 8 | Development neurons and brain in children, | |
| 9 | Midterm examination, | |
| 10 | Endocrine system, | |
| 11 | Functions of hormones, | |
| 12 | Memory and recall, | |
| 13 | Affects of hormones and neurotransmitters on memory and learning, | |
| 14 | The role of emotion on learning and thinking processes. How do stress and pressure affect learning? |
| Resources | |
|---|---|
| Course Notes | |
| Course Resources | |
| Order | Program Outcomes | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | • They are aware of the existing social structure and cultural dynamics while providing guidance and counseling services. | ||||||
| 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. | ||||||
| 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. | ||||||
| 7 | • They list and describe the competences to conduct research in the field of Counseling and Psychological Counseling. | ||||||
| 8 | They list and describe vocational counseling lists and discloses measuring instruments to be used in aid process. | ||||||
| 11 | • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. | ||||||
| 12 | • They effectively express their knowledge, opinions and suggestions in the field of guidance and psychological counseling by using various communication tools. | ||||||
| 13 | • They plan individual and group counseling sessions by deciding on the needs of their clients. | ||||||
| 14 | • They take into account the consultant and situation-specific conditions while planning the psychological counseling process. | ||||||
| 15 | • They provide preventive guidance and psychological counseling services tailored to the changing needs of the institution they serve. | ||||||
| 16 | • They manage and adjourn individual and group counseling sessions by deciding on the needs of their clients. | ||||||
| 19 | • They know the scope of school guidance and psychological services and serve school stakeholders within this context. | ||||||
| 20 | • They frame the problems of their clients with a scientific outlook by referencing to development, learning and personality theories. | ||||||
| 21 | • They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications. | ||||||
| 22 | • They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications. | ||||||
| 23 | • They offer psychological counseling assistance after traumatic events that may occur at the national or local level. | ||||||
| 24 | • They take into consideration spiritual and universal values while conducting the psychological aid process. | ||||||
| 25 | • They establish effective communication and business alliance with students, colleagues, family and other stakeholders in education to effectively conduct guidance services. | ||||||
| 26 | • They perform the process of identifying students with various adjustment disorders, developing the intervention plan, implementing and monitoring. | ||||||
| 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. | ||||||
| 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. | ||||||
| 29 | • They implement a guidance program for treatment of developmental crises that may arise during life span. | ||||||
| 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. | ||||||
| 31 | • They develop professional attitudes in accordance with the basic principles of human relations and communication. | ||||||
| # | Contribution of Course Learning Outcomes to Program Outcomes | PÇ 1 | PÇ 2 | PÇ 3 | PÇ 4 | PÇ 5 | PÇ 6 | PÇ 7 | PÇ 8 | PÇ 11 | PÇ 12 | PÇ 13 | PÇ 14 | PÇ 15 | PÇ 16 | PÇ 19 | PÇ 20 | PÇ 21 | PÇ 22 | PÇ 23 | PÇ 24 | PÇ 25 | PÇ 26 | PÇ 27 | PÇ 28 | PÇ 29 | PÇ 30 | PÇ 31 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | Explain mechanisms of stimulation and impulse propagation of nerve cells, | |||||||||||||||||||||||||||
| 2 | Relate education and brain development in children, | |||||||||||||||||||||||||||
| 3 | Evaluate learning and interactions among nerve cells | |||||||||||||||||||||||||||
| 4 | Define brain divisions and their functions and relate them with learning | |||||||||||||||||||||||||||
| 5 | Explain the relation between personal abilities and brain areas developmental level, | |||||||||||||||||||||||||||
| 6 | Explain effects of neurotransmitters on behaviors, | |||||||||||||||||||||||||||
| 7 | Discuss the role of endocrine system in learning and memory, | |||||||||||||||||||||||||||
| 8 | Evaluate relations between psychological state and body secretions, | |||||||||||||||||||||||||||
| 9 | Evaluate the affects of stress and fear on learning, | |||||||||||||||||||||||||||
| 10 | Explain how brain learns and which factors affect learning. |
| Evaluation System | |
|---|---|
| Semester Studies | Contribution Rate |
| 1. Ara Sınav | 50 |
| 1. Kısa Sınav | 15 |
| 1. Ödev | 20 |
| 2. Kısa Sınav | 15 |
| Total | 100 |
| 1. Yıl İçinin Başarıya | 60 |
| 1. Final | 40 |
| Total | 100 |
| ECTS - Workload Activity | Quantity | Time (Hours) | Total Workload (Hours) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 13 | 3 | 39 |
| Mid-terms | 1 | 40 | 40 |
| Quiz | 2 | 10 | 20 |
| Assignment | 1 | 20 | 20 |
| Final examination | 1 | 50 | 50 |
| Total Workload | 217 | ||
| Total Workload / 25 (Hours) | 8.68 | ||
| dersAKTSKredisi | 9 | ||