Child Development | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | SBF104 | ||||||||
Course Name: | Fizyoloji | ||||||||
Course Semester: | Spring | ||||||||
Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | Yes | ||||||||
Type of course: | Compulsory | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Assoc. Prof. EMİNE ATICI | ||||||||
Course Lecturer(s): |
Assoc. Prof. EMİNE ATICI |
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Course Assistants: |
Course Objectives: | To examine and teach the physiological structure of the organs systems one by one, in order to understand that the human organism is a complete threat, both theoretically and visually, and to form the basis of other relevant courses that students will take during the education process. |
Course Content: | Cell Physiology, Nervous Physiology, Muscle Physiology, Blood Physiology, Circulatory Physiology, Respiratory Physiology, Urinary Physiology, Reproductive System Physiology, Digestive Physiology, Metabolism Physiology, Sensory Physiology, Endocrine Physiology. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Introduction to Physiology and Homeostasis | book, slides |
2) | Cell and tissues | books, slides |
3) | Electrical Properties of Nerve Cell | book, slides |
4) | Nervous System Physiology | books, slides |
5) | Sense Physiology | books, slides |
6) | Skeleton and Muscle Physiology | books, slides |
7) | Blood and Immune System | books, slides |
8) | midterm | |
9) | Cardiovascular System Physiology | books, slides |
10) | Respiratory System Physiology | books, slides |
11) | Urinary System Physiology | books, slides |
12) | Digestive System Physiology | books, slides |
13) | Endocrine System Physiology | books, slides |
14) | Reproductive System Physiology | books, slides |
15) | General evaluation | books, slides |
Course Notes / Textbooks: | Prof.Dr. Halis Köylü "Tıbbi Fizyoloji" Klinik anlatım İstanbul Tıp kitabevi 2018 Eric P. Widmaier ,Vander İnsan fizyolojisi 2014 Prof. Dr. Ömer Bozdoğan Fizyoloji Palme yayıncılık, 2012 Prof.Dr. R. Yiğit “Genel Fizyoloji”, Gülfem Ersöz, Mithat Koz “Fizyoloji” Nobel yayıncılık 2011, Renkli Fizyoloji Atlası. Prof. dr. Halis Köylü "Medical Physiology" Clinical presentation Istanbul Medical bookstore 2018 Eric P. Widmaier, Vander Human physiology 2014 Professor Dr. Ömer Bozdoğan Physiology Palme publishing, 2012 Prof. dr. R. Yiğit “General Physiology”, Gülfem Ersöz, Mithat Koz “Physiology” Nobel publishing 2011, Colorful Physiology Atlas. |
References: | makaleler, videolar articles, videos |
Learning Outcomes | 1 |
2 |
3 |
4 |
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Program Outcomes | |||||||||||
1) Have knowledge of children's development, learning characteristics and difficulties. | |||||||||||
2) It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources. | |||||||||||
3) It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development. | |||||||||||
4) In the field of child development, interprets and evaluates evidence-based data, using advanced knowledge and skills, covering areas of physical-motor, cognitive, language, social-emotional, sensory development, for children with normal and abnormal development by observing ethical values. develops solutions and makes team work. | |||||||||||
5) In the field of child development, it has the ability to produce different solutions with a evidence-based approach to problem situations for children with normal and abnormal development. | |||||||||||
6) Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively. | |||||||||||
7) Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning. | |||||||||||
8) Vocational projects, researches and activities plans, practices and processes are evaluated and evaluated for the social environment in which they live with the awareness of social responsibility. | |||||||||||
9) It informs the related persons and institutions about the issues related to the field of child development and shares suggestions of solutions for problems and problems with active and qualified experts by supporting quantitative and qualitative support. | |||||||||||
10) Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning | |||||||||||
11) Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively. | |||||||||||
12) Quality management and processes, including infants, children and families, have sufficient awareness of individual, environmental protection and occupational safety, act and participate in these processes. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Have knowledge of children's development, learning characteristics and difficulties. | 5 |
2) | It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources. | 2 |
3) | It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development. | 2 |
4) | In the field of child development, interprets and evaluates evidence-based data, using advanced knowledge and skills, covering areas of physical-motor, cognitive, language, social-emotional, sensory development, for children with normal and abnormal development by observing ethical values. develops solutions and makes team work. | 4 |
5) | In the field of child development, it has the ability to produce different solutions with a evidence-based approach to problem situations for children with normal and abnormal development. | 3 |
6) | Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively. | 3 |
7) | Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning. | 3 |
8) | Vocational projects, researches and activities plans, practices and processes are evaluated and evaluated for the social environment in which they live with the awareness of social responsibility. | 1 |
9) | It informs the related persons and institutions about the issues related to the field of child development and shares suggestions of solutions for problems and problems with active and qualified experts by supporting quantitative and qualitative support. | 1 |
10) | Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning | 1 |
11) | Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively. | 1 |
12) | Quality management and processes, including infants, children and families, have sufficient awareness of individual, environmental protection and occupational safety, act and participate in these processes. | 1 |
Peer Review | |
Expression | |
Brainstorming/ Six tihnking hats | |
Individual study and homework | |
Lesson | |
Group study and homework | |
Homework | |
Q&A / Discussion | |
Case Study |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Oral Examination | |
Group project |
Semester Requirements | Number of Activities | Level of Contribution |
Homework Assignments | 1 | % 10 |
Midterms | 1 | % 40 |
Final | 1 | % 50 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 50 | |
PERCENTAGE OF FINAL WORK | % 50 | |
total | % 100 |
Activities | Number of Activities | Workload |
Course Hours | 12 | 36 |
Study Hours Out of Class | 10 | 20 |
Presentations / Seminar | 10 | 20 |
Midterms | 1 | 1 |
Paper Submission | 10 | 10 |
Final | 1 | 1 |
Total Workload | 88 |