Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|
| INTRODUCTION to NEUROSCIENCE | PSK1116789 | Fall Semester | 3+0 | 3 | 5 |
| Prerequisites Courses | |
| Recommended Elective Courses | |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Özge VURAL |
| Name of Lecturer(s) | Lect. Özge VURAL, Assoc.Prof. Erol YILDIRIM |
| Assistant(s) | |
| Aim | Understand the relationship between brain and behavior by learning the basic principles of neuroscience. |
| Course Content | This course contains; Introduction, Course Introduction,What Are the Origins of Brain and Behavior?,What Is the Nervous System’s Functional Anatomy?,What Are the Nervous System’s Functional Units?,What Are the Nervous System’s Functional Units?,How Do Neurons Use Electrical Signals to Transmit Information?,MIDTERM,How Do Neurons Communicate and Adapt?,How Do Neurons Communicate and Adapt?,How Do Drugs and Hormones Influence Brain and Behavior?,How Do Drugs and Hormones Influence Brain and Behavior?,How Do We Study the Brain’s Structures and Functions?,How Does the Nervous System Develop and Adapt?,FINAL EXAM. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| | |
| The student recognizes and knows the concepts related to the nervous system. | 14, 9 | C |
| Knows basic neuroscience organization and functioning. | 14, 9 | C |
| Knows the biological mechanisms related to drugs and their relationship with the brain. | 10, 14, 9 | C |
| Knows neurotransmission and can relate it to psychology. | 10, 14, 9 | C |
| Knows how the nervous system develops and is organized. | 10, 14, 9 | C |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|
| 1 | Introduction, Course Introduction | |
| 2 | What Are the Origins of Brain and Behavior? | Reading the relevant chapter from the book |
| 3 | What Is the Nervous System’s Functional Anatomy? | Reading the relevant chapter from the book |
| 4 | What Are the Nervous System’s Functional Units? | Reading the relevant chapter from the book |
| 5 | What Are the Nervous System’s Functional Units? | Reading the relevant chapter from the book |
| 6 | How Do Neurons Use Electrical Signals to Transmit Information? | Reading the relevant chapter from the book |
| 7 | MIDTERM | |
| 8 | How Do Neurons Communicate and Adapt? | Reading the relevant chapter from the book |
| 9 | How Do Neurons Communicate and Adapt? | Reading the relevant chapter from the book |
| 10 | How Do Drugs and Hormones Influence Brain and Behavior? | Reading the relevant chapter from the book |
| 11 | How Do Drugs and Hormones Influence Brain and Behavior? | Reading the relevant chapter from the book |
| 12 | How Do We Study the Brain’s Structures and Functions? | Reading the relevant chapter from the book |
| 13 | How Does the Nervous System Develop and Adapt? | Reading the relevant chapter from the book |
| 14 | FINAL EXAM | |
| Resources |
| Kolb, B., Whishaw, I. Q., & Teskey, G. C. (2023). An introduction to brain and behavior. New York: Worth. |
| Pinel, J. P. (2009). Biopsychology. Pearson education. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications |
| No | Program Qualification | Contribution Level |
| 1 | 2 | 3 | 4 | 5 |
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | | | | | X |
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | | | | X | |
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | | | | X | |
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | X | | | | |
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | X | | | | |
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | X | | | | |
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | | | X | | |
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | | | X | | |
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | X | | | | |
| 10 | Speaks English at least at B1 level to follow international professional developments. | | | | | |
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | | | | | |
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | X | | | | |
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | | X | | | |
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | | 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 | 12 | 3 | 36 |
| Guided Problem Solving | 0 | 0 | 0 |
| 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 | 50 | 50 |
| General Exam | 1 | 50 | 50 |
| Performance Task, Maintenance Plan | 0 | 0 | 0 |
| Total Workload(Hour) | 136 |
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(136/30) | 5 |
| 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 |
|---|
| INTRODUCTION to NEUROSCIENCE | PSK1116789 | Fall Semester | 3+0 | 3 | 5 |
| Prerequisites Courses | |
| Recommended Elective Courses | |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Özge VURAL |
| Name of Lecturer(s) | Lect. Özge VURAL, Assoc.Prof. Erol YILDIRIM |
| Assistant(s) | |
| Aim | Understand the relationship between brain and behavior by learning the basic principles of neuroscience. |
| Course Content | This course contains; Introduction, Course Introduction,What Are the Origins of Brain and Behavior?,What Is the Nervous System’s Functional Anatomy?,What Are the Nervous System’s Functional Units?,What Are the Nervous System’s Functional Units?,How Do Neurons Use Electrical Signals to Transmit Information?,MIDTERM,How Do Neurons Communicate and Adapt?,How Do Neurons Communicate and Adapt?,How Do Drugs and Hormones Influence Brain and Behavior?,How Do Drugs and Hormones Influence Brain and Behavior?,How Do We Study the Brain’s Structures and Functions?,How Does the Nervous System Develop and Adapt?,FINAL EXAM. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| | |
| The student recognizes and knows the concepts related to the nervous system. | 14, 9 | C |
| Knows basic neuroscience organization and functioning. | 14, 9 | C |
| Knows the biological mechanisms related to drugs and their relationship with the brain. | 10, 14, 9 | C |
| Knows neurotransmission and can relate it to psychology. | 10, 14, 9 | C |
| Knows how the nervous system develops and is organized. | 10, 14, 9 | C |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|
| 1 | Introduction, Course Introduction | |
| 2 | What Are the Origins of Brain and Behavior? | Reading the relevant chapter from the book |
| 3 | What Is the Nervous System’s Functional Anatomy? | Reading the relevant chapter from the book |
| 4 | What Are the Nervous System’s Functional Units? | Reading the relevant chapter from the book |
| 5 | What Are the Nervous System’s Functional Units? | Reading the relevant chapter from the book |
| 6 | How Do Neurons Use Electrical Signals to Transmit Information? | Reading the relevant chapter from the book |
| 7 | MIDTERM | |
| 8 | How Do Neurons Communicate and Adapt? | Reading the relevant chapter from the book |
| 9 | How Do Neurons Communicate and Adapt? | Reading the relevant chapter from the book |
| 10 | How Do Drugs and Hormones Influence Brain and Behavior? | Reading the relevant chapter from the book |
| 11 | How Do Drugs and Hormones Influence Brain and Behavior? | Reading the relevant chapter from the book |
| 12 | How Do We Study the Brain’s Structures and Functions? | Reading the relevant chapter from the book |
| 13 | How Does the Nervous System Develop and Adapt? | Reading the relevant chapter from the book |
| 14 | FINAL EXAM | |
| Resources |
| Kolb, B., Whishaw, I. Q., & Teskey, G. C. (2023). An introduction to brain and behavior. New York: Worth. |
| Pinel, J. P. (2009). Biopsychology. Pearson education. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications |
| No | Program Qualification | Contribution Level |
| 1 | 2 | 3 | 4 | 5 |
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | | | | | X |
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | | | | X | |
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | | | | X | |
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | X | | | | |
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | X | | | | |
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | X | | | | |
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | | | X | | |
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | | | X | | |
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | X | | | | |
| 10 | Speaks English at least at B1 level to follow international professional developments. | | | | | |
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | | | | | |
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | X | | | | |
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | | X | | | |
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | | X | | | |
Assessment Methods
| Contribution Level | Absolute Evaluation |
| Rate of Midterm Exam to Success | | 40 |
| Rate of Final Exam to Success | | 60 |
| Total | | 100 |
Numerical Data
Publication Date: 05/10/2023 - 15:10Last Update Date: 12/06/2026 - 10:19
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