Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| BRAIN DEVELOPMENT | YÇGL2224980 | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Assist.Prof. Hakan DUMAN |
| Assistant(s) | |
| Aim | Develop an understanding regarding the changes in the structure and functioning of the nervous system starting with the very early stages of prenatal developmental until early adulthood. |
| Course Content | This course contains; Essential biological concepts regarding development,General structure of the nervous system and its constituents,Factors affecting brain development,Factors affecting brain development ,Factors affecting brain development,Pattern Recognition,Pattern Recognition,Memory,Memory,Speaking,Speaking,Sleep,Cognitive Psychology and Its Historical Development,Neurodevelopmental disorders. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Provides insight into the formation of the nervous system and the timeline of this formation. | 12, 14, 19, 20, 37, 9 | A |
| Approach questions with scientific thinking and methodology. | 12, 19, 20, 37, 9 | A |
| Start questioning the neurobiological underpinnings of psychological constructs | 14, 16, 37 | A |
| Gain a comparative thinking perspective | 10, 13, 19, 37 | A |
| Makes inferences about the formation mechanisms of developmental neuropsychiatric disorders. | 10, 12, 19, 37, 9 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Essential biological concepts regarding development | No preliminary preparation required |
| 2 | General structure of the nervous system and its constituents | No preliminary preparation required |
| 3 | Factors affecting brain development | No preliminary preparation required |
| 4 | Factors affecting brain development | No preliminary preparation required |
| 5 | Factors affecting brain development | Lecture notes for Week 1, Week 2, Week 3 and Week 4 |
| 6 | Pattern Recognition | No preliminary preparation required |
| 7 | Pattern Recognition | No preliminary preparation required |
| 8 | Memory | No preliminary preparation required |
| 9 | Memory | No preliminary preparation required |
| 10 | Speaking | Lecture notes for Week 5, Week 6, Week 7, and Weeks 8 and 9 |
| 11 | Speaking | No preliminary preparation required |
| 12 | Sleep | No preliminary preparation required |
| 13 | Cognitive Psychology and Its Historical Development | No preliminary preparation required |
| 14 | Neurodevelopmental disorders | No preliminary preparation required |
| Resources |
| David R. Shaffer, Katherine Kipp: Developmental Psychology: Childhood and Adolescence 9th Edition Dale Purves, George J. Augustine David Fitzpatrick, William C. Hall, Anthony-Samuel LaMantia, Leonard E. White Neuroscience, Fifth Edition 5th Edition |
| http://www.brainfacts.org/book |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Obtains the basic and updated theoretical and practical knowledge in the field of child development by using the necessary educational and training tools and resources. | X | |||||
| 2 | 2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information gained about child development. | X | |||||
| 3 | 3. Have knowledge of children's development, learning characteristics and difficulties. | X | |||||
| 4 | 4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, and provides solutions for children with typical and atypical development, taking into account ethical values. develops suggestions and works as a team. | X | |||||
| 5 | 5. In line with the theoretical and practical knowledge he has acquired in the field of child development, he has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
| 6 | 6. In the field of child development, they have the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | X | |||||
| 7 | 7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills his/her duties effectively. | X | |||||
| 8 | 8. Conducts independent studies individually and as a group, using the advanced knowledge gained in the field of child development. | X | |||||
| 9 | 9. Evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
| 10 | 10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | 11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
| 12 | 12. Plans and implements professional projects, research and activities for the social environment in which he lives, with awareness of social responsibility, and monitors and evaluates the process. | X | |||||
| 13 | 13. Informs relevant people and institutions on issues related to the field of child development, and shares her thoughts and solution suggestions for problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts.(dişil) | X | |||||
| 14 | 14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | X | |||||
| 15 | 15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 14 | 2 | 28 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 3 | 3 | |||
| General Exam | 1 | 3 | 3 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 62 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(62/30) | 2 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| BRAIN DEVELOPMENT | YÇGL2224980 | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Assist.Prof. Hakan DUMAN |
| Assistant(s) | |
| Aim | Develop an understanding regarding the changes in the structure and functioning of the nervous system starting with the very early stages of prenatal developmental until early adulthood. |
| Course Content | This course contains; Essential biological concepts regarding development,General structure of the nervous system and its constituents,Factors affecting brain development,Factors affecting brain development ,Factors affecting brain development,Pattern Recognition,Pattern Recognition,Memory,Memory,Speaking,Speaking,Sleep,Cognitive Psychology and Its Historical Development,Neurodevelopmental disorders. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Provides insight into the formation of the nervous system and the timeline of this formation. | 12, 14, 19, 20, 37, 9 | A |
| Approach questions with scientific thinking and methodology. | 12, 19, 20, 37, 9 | A |
| Start questioning the neurobiological underpinnings of psychological constructs | 14, 16, 37 | A |
| Gain a comparative thinking perspective | 10, 13, 19, 37 | A |
| Makes inferences about the formation mechanisms of developmental neuropsychiatric disorders. | 10, 12, 19, 37, 9 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Essential biological concepts regarding development | No preliminary preparation required |
| 2 | General structure of the nervous system and its constituents | No preliminary preparation required |
| 3 | Factors affecting brain development | No preliminary preparation required |
| 4 | Factors affecting brain development | No preliminary preparation required |
| 5 | Factors affecting brain development | Lecture notes for Week 1, Week 2, Week 3 and Week 4 |
| 6 | Pattern Recognition | No preliminary preparation required |
| 7 | Pattern Recognition | No preliminary preparation required |
| 8 | Memory | No preliminary preparation required |
| 9 | Memory | No preliminary preparation required |
| 10 | Speaking | Lecture notes for Week 5, Week 6, Week 7, and Weeks 8 and 9 |
| 11 | Speaking | No preliminary preparation required |
| 12 | Sleep | No preliminary preparation required |
| 13 | Cognitive Psychology and Its Historical Development | No preliminary preparation required |
| 14 | Neurodevelopmental disorders | No preliminary preparation required |
| Resources |
| David R. Shaffer, Katherine Kipp: Developmental Psychology: Childhood and Adolescence 9th Edition Dale Purves, George J. Augustine David Fitzpatrick, William C. Hall, Anthony-Samuel LaMantia, Leonard E. White Neuroscience, Fifth Edition 5th Edition |
| http://www.brainfacts.org/book |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Obtains the basic and updated theoretical and practical knowledge in the field of child development by using the necessary educational and training tools and resources. | X | |||||
| 2 | 2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information gained about child development. | X | |||||
| 3 | 3. Have knowledge of children's development, learning characteristics and difficulties. | X | |||||
| 4 | 4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, and provides solutions for children with typical and atypical development, taking into account ethical values. develops suggestions and works as a team. | X | |||||
| 5 | 5. In line with the theoretical and practical knowledge he has acquired in the field of child development, he has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
| 6 | 6. In the field of child development, they have the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | X | |||||
| 7 | 7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills his/her duties effectively. | X | |||||
| 8 | 8. Conducts independent studies individually and as a group, using the advanced knowledge gained in the field of child development. | X | |||||
| 9 | 9. Evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
| 10 | 10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | 11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
| 12 | 12. Plans and implements professional projects, research and activities for the social environment in which he lives, with awareness of social responsibility, and monitors and evaluates the process. | X | |||||
| 13 | 13. Informs relevant people and institutions on issues related to the field of child development, and shares her thoughts and solution suggestions for problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts.(dişil) | X | |||||
| 14 | 14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | X | |||||
| 15 | 15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |