SECTION I: GENERAL INFORMATION ABOUT THE COURSE

Course Code	Course Name	Year	Semester	Theoretical	Practical	Credit	ECTS
60313METOZ-PSK0032	Physiological Psychology	5	Fall	3	0	3	5

Course Type :
Cycle:	Bachelor      TQF-HE:6. Master`s Degree      QF-EHEA:First Cycle      EQF-LLL:6. Master`s Degree
Language of Instruction:	Turkish
Prerequisities and Co-requisities:	N/A
Mode of Delivery:	Face to face
Name of Coordinator:	Profesör Dr. MANSUR BEYAZYÜREK
Dersin Öğretim Eleman(lar)ı:	Profesör Dr. MANSUR BEYAZYÜREK
Dersin Kategorisi:

SECTION II: INTRODUCTION TO THE COURSE

Course Objectives & Content

Course Objectives:

It is aimed to introduce the physiological mechanisms underlying behavior, to explain the structure and function of the central nervous system, neuroanatomy, neuroplasticity, and to give importance to the behavioral role of certain regions in the human brain. Upon successful completion of the course, it is aimed that the learner learn about the physiological basis of basic psychological processes such as structure of human nervous system, emotion, memory and executive functions.

Course Content:

This course examines physiological processes in relation to main systems such as nervous system and endocrine system that are fundamental concepts of physiological psychology, and their interactions with psychological factors such as emotions, thoughts and behaviors. This course focuses on the structure and functioning of sensory organs, and psychopharmacology that examines hormone-behavior interactions, deals with different types of medicine and relevant psychological disorders.

Course Specific Rules

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Course Learning Outcomes (CLOs)

Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:

Knowledge (Described as Theoritical and/or Factual Knowledge.)

1) Learn the biological foundations of human behavior and cognition.

Skills (Describe as Cognitive and/or Practical Skills.)

1) Examines the contribution of current research in physiological psychology to the diagnosis, treatment and rehabilitation of nervous system diseases.

Competences (Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)

1) Learn the basics of human nervous system functioning and neuroanatomy.

Weekly Course Schedule

Week	Subject	Materials Sharing *
		Related Preparation	Further Study
1)	Introduction to Physiological Psychology
2)	Neuroscience and biological psychology
3)	Research Methods
4)	Anatomy of the nervous system
5)	Cell Communication
6)	Anatomy of the brain
7)	Brain damage and cell renewal
8)	Midterm
9)	Learning, memory, amnesia
10)	Learning, memory, amnesia
11)	Sleep and sleep disorders
12)	Sensory System
13)	Substance Abuse
14)	Psychiatric diseases
15)	Psychiatric diseases
16)	Final Exam

*These fields provides students with course materials for their pre- and further study before and after the course delivered.

Recommended or Required Reading & Other Learning Resources/Tools

Course Notes / Textbooks:	Şahin, M. (Çeviri Ed.) (2013). Fizyolojik Psikoloji: Davranışın Nörolojik Temelleri. Ankara: Nobel Yayınevi Carlson, N. (2007) Fundamentals of Physiological Psychology. Allyn & Bacon Tanrıdağ,O.(1994): Teoride ve Pratikte Davranış Nörolojisi. İstanbul: Nobel Tıp Kitabevleri Materyal
References:	Mesulam,M.M.(ed) (2000): Davranışsal ve Kognitif Nörolojinin İlkeleri. (Çeviri editörü Hakan Gürvit) İstanbul: Yelkovan yayınevi Feinberg,T.E.,Farah,M.J.(1997): Behavioral Neurology and Neuropsychology. New York: MacGraw-Hill Materyal

DERS ÖĞRENME ÇIKTILARI - PROGRAM ÖĞRENME ÇIKTILARI İLİŞKİSİ

Contribution of The Course Unit To The Programme Learning Outcomes

Ders Öğrenme Çıktıları (DÖÇ)	1	2	3
Program Öğrenme Çıktıları (PÖÇ)
1) Being able to explain fundamental psychological concepts, models, and theories.
2) Being able to apply knowledge, skills, and experiences from different subfields of psychology to personal, social, and academic contexts.
3) Being able to analyze psychological processes from an interdisciplinary perspective by utilizing knowledge of psychology’s relation to other sciences.
4) Being able to effectively use research methods and techniques such as data collection, analysis, and interpretation in psychology.
5) Being able to follow current psychological research and developments in related scientific fields from an interdisciplinary perspective, and to access new theoretical and applied knowledge.
6) Being able to critically evaluate the cognitive, psychological, and social causes and consequences of human behavior.
7) Being able to convey psychological knowledge to different groups through written, oral, and visual communication tools.
8) Being able to effectively use information and communication technologies in psychological research, data analysis, and presentation processes.
9) Being able to actively participate in professional life for one semester, fulfill duties and responsibilities both individually and as part of a team, integrate theoretical knowledge with practice, gain professional experience, and set an example for society through attitudes and behaviors.
10) Being able to develop preventive measures against potential problems in psychological practice through both individual and group efforts, reduce possible deficiencies, contribute to the improvement of professional processes, and act with a sense of social responsibility
11) Being able to continuously improve knowledge and skills by following developments and current research in the field, and to transfer the acquired knowledge.
12) Being able to contribute to the solution of social problems by utilizing professional knowledge and social skills.
13) Being able to demonstrate professional ethical awareness and responsibility in the use of psychological knowledge.
14) Being able to apply psychological knowledge and skills through the use of a foreign language and information/communication technologies, and to communicate them effectively in written and oral form.
15) Being able to adapt to innovative approaches by taking into account the developments in the field and to act flexibly in processes of change.

SECTION III: RELATIONSHIP BETWEEN COURSE UNIT AND COURSE LEARNING OUTCOMES (CLOs)

Level of Contribution of the Course to PLOs

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Programme Learning Outcomes	Contribution Level (from 1 to 5)
1)	Being able to explain fundamental psychological concepts, models, and theories.
2)	Being able to apply knowledge, skills, and experiences from different subfields of psychology to personal, social, and academic contexts.
3)	Being able to analyze psychological processes from an interdisciplinary perspective by utilizing knowledge of psychology’s relation to other sciences.
4)	Being able to effectively use research methods and techniques such as data collection, analysis, and interpretation in psychology.
5)	Being able to follow current psychological research and developments in related scientific fields from an interdisciplinary perspective, and to access new theoretical and applied knowledge.
6)	Being able to critically evaluate the cognitive, psychological, and social causes and consequences of human behavior.
7)	Being able to convey psychological knowledge to different groups through written, oral, and visual communication tools.
8)	Being able to effectively use information and communication technologies in psychological research, data analysis, and presentation processes.
9)	Being able to actively participate in professional life for one semester, fulfill duties and responsibilities both individually and as part of a team, integrate theoretical knowledge with practice, gain professional experience, and set an example for society through attitudes and behaviors.
10)	Being able to develop preventive measures against potential problems in psychological practice through both individual and group efforts, reduce possible deficiencies, contribute to the improvement of professional processes, and act with a sense of social responsibility
11)	Being able to continuously improve knowledge and skills by following developments and current research in the field, and to transfer the acquired knowledge.
12)	Being able to contribute to the solution of social problems by utilizing professional knowledge and social skills.
13)	Being able to demonstrate professional ethical awareness and responsibility in the use of psychological knowledge.
14)	Being able to apply psychological knowledge and skills through the use of a foreign language and information/communication technologies, and to communicate them effectively in written and oral form.
15)	Being able to adapt to innovative approaches by taking into account the developments in the field and to act flexibly in processes of change.

SECTION IV: TEACHING-LEARNING & ASSESMENT-EVALUATION METHODS OF THE COURSE

Teaching & Learning Methods of the Course

(All teaching and learning methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Teaching and Learning Methods defined at the Programme Level	Teaching and Learning Methods Defined for the Course
Lectures
Discussion
Case Study
Problem Solving
Demonstration
Views
Reading
Homework
Project Preparation
Brain Storming
Questions Answers
Individual and Group Work

Assessment & Evaluation Methods of the Course

(All assessment and evaluation methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Aassessment and evaluation Methods defined at the Programme Level	Assessment and Evaluation Methods defined for the Course
Midterm
Final Exam

Contribution of Assesment & Evalution Activities to Final Grade of the Course

Measurement and Evaluation Methods	# of practice per semester	Level of Contribution
Quizzes	2	% 20.00
Midterms	1	% 30.00
Semester Final Exam	1	% 50.00
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
Total		% 100

SECTION V: WORKLOAD & ECTS CREDITS ALLOCATED FOR THE COURSE