Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| HISTORY and PHILOSOPHY of SCIENCE | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Metin KAYA |
| Name of Lecturer(s) | Assoc.Prof. Metin KAYA |
| Assistant(s) | |
| Aim | Course Objective A theoretical infrastructure is crucial in order to do a qualified scientific research. In this respect, the possibilities of conducting scientific research through the Philosophy of Science, which includes discussions of what is scientific and the question of what science in the course of current scientific debates will be discussed. |
| Course Content | This course contains; An Overview of the History of Science,The process leading up to the age of scientific revolutions and the leading signs of new age science,The age of scientific revolutions and the birth of modern science,The great scientific theories of the New Age; Galileo, Newton, and Kepler,Major problems with recent science and the Newtonian paradigm,Atom and space age. Quantum and uncertainty theories. Einstein,A reconsideration of the nature of science in the light of the general information obtained in the science history course,New understanding of science (Galileo, Descartes, Newton) and Aristotle criticism; Hume, Kant,IX. The nature of scientific knowledge in 21st century philosophers; XX. Philosophy of Science in the 21st Century; logical positivists;,Interpretive approaches to science,Karl Popper, falsification theory; distinguishing between science and non-science;,The new philosophy of science: T.S. Kuhn and scientific revolutions;,Imre Lakatos: Distinction Between Science and Non-Science,Feyerabend and the anarchist philosophy of science.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Recognize the nature of the discipline of history of science. | 10, 16, 9 | A |
| Identify the general features of the history of science | 10, 13, 19, 9 | A |
| Question the views of scientists who contributed to the development of modern science. | 10, 13, 9 | A |
| Explain the general features of modern science. | 10, 13, 9 | A |
| Interprets the great transformation in the understanding of science in the modern age | 10, 12, 9 | A |
| Comprehends the distinctive features of scientific knowledge | 10, 13, 19, 9 | A |
| Gain an in-depth view of the history of science | 10, 12, 13, 9 | A |
| Relates the historical processes of science with its current problems. | 10, 12, 13, 9 | A |
| Evaluates the arguments of progressive, holistic, hermeneutic, structuralist and anarchist theories of science. | 10, 13, 16, 19, 9 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | An Overview of the History of Science | The relevant subject is read from source books and researched from other scientific journals. |
| 2 | The process leading up to the age of scientific revolutions and the leading signs of new age science | The relevant subject is read from source books and researched from other scientific journals. |
| 3 | The age of scientific revolutions and the birth of modern science | The relevant subject is read from source books and researched from other scientific journals. |
| 4 | The great scientific theories of the New Age; Galileo, Newton, and Kepler | The relevant subject is read from source books and researched from other scientific journals. |
| 5 | Major problems with recent science and the Newtonian paradigm | The relevant subject is read from source books and researched from other scientific journals. |
| 6 | Atom and space age. Quantum and uncertainty theories. Einstein | The relevant subject is read from source books and researched from other scientific journals. |
| 7 | A reconsideration of the nature of science in the light of the general information obtained in the science history course | The relevant subject is read from source books and researched from other scientific journals. |
| 8 | New understanding of science (Galileo, Descartes, Newton) and Aristotle criticism; Hume, Kant | The relevant subject is read from source books and researched from other scientific journals. |
| 9 | IX. The nature of scientific knowledge in 21st century philosophers; XX. Philosophy of Science in the 21st Century; logical positivists; | The relevant subject is read from source books and researched from other scientific journals. |
| 10 | Interpretive approaches to science | The relevant subject is read from source books and researched from other scientific journals. |
| 11 | Karl Popper, falsification theory; distinguishing between science and non-science; | The relevant subject is read from source books and researched from other scientific journals. |
| 12 | The new philosophy of science: T.S. Kuhn and scientific revolutions; | The relevant subject is read from source books and researched from other scientific journals. |
| 13 | Imre Lakatos: Distinction Between Science and Non-Science | The relevant subject is read from source books and researched from other scientific journals. |
| 14 | Feyerabend and the anarchist philosophy of science. | The relevant subject is read from source books and researched from other scientific journals. |
| Resources |
| Alan F. Chalmers-Bilim Dedikleri John Henry-Bilim Devrimi ve Modern Bilimin Kökenleri Şakir Kocabaş-Fizik ve Gerçeklik Elisabeth Ströker-Bilim Kuramına Giriş Alexandre Koyre-Yeniçağ Biliminin Doğuşu |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | X | |||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | ||||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | ||||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | ||||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | ||||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | ||||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | ||||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | ||||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | 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 | 1 | 14 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 1 | 14 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 1 | 7 | |||
| General Exam | 14 | 1 | 14 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 77 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(77/30) | 3 | |||||
| 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 |
|---|---|---|---|---|---|
| HISTORY and PHILOSOPHY of SCIENCE | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Metin KAYA |
| Name of Lecturer(s) | Assoc.Prof. Metin KAYA |
| Assistant(s) | |
| Aim | Course Objective A theoretical infrastructure is crucial in order to do a qualified scientific research. In this respect, the possibilities of conducting scientific research through the Philosophy of Science, which includes discussions of what is scientific and the question of what science in the course of current scientific debates will be discussed. |
| Course Content | This course contains; An Overview of the History of Science,The process leading up to the age of scientific revolutions and the leading signs of new age science,The age of scientific revolutions and the birth of modern science,The great scientific theories of the New Age; Galileo, Newton, and Kepler,Major problems with recent science and the Newtonian paradigm,Atom and space age. Quantum and uncertainty theories. Einstein,A reconsideration of the nature of science in the light of the general information obtained in the science history course,New understanding of science (Galileo, Descartes, Newton) and Aristotle criticism; Hume, Kant,IX. The nature of scientific knowledge in 21st century philosophers; XX. Philosophy of Science in the 21st Century; logical positivists;,Interpretive approaches to science,Karl Popper, falsification theory; distinguishing between science and non-science;,The new philosophy of science: T.S. Kuhn and scientific revolutions;,Imre Lakatos: Distinction Between Science and Non-Science,Feyerabend and the anarchist philosophy of science.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Recognize the nature of the discipline of history of science. | 10, 16, 9 | A |
| Identify the general features of the history of science | 10, 13, 19, 9 | A |
| Question the views of scientists who contributed to the development of modern science. | 10, 13, 9 | A |
| Explain the general features of modern science. | 10, 13, 9 | A |
| Interprets the great transformation in the understanding of science in the modern age | 10, 12, 9 | A |
| Comprehends the distinctive features of scientific knowledge | 10, 13, 19, 9 | A |
| Gain an in-depth view of the history of science | 10, 12, 13, 9 | A |
| Relates the historical processes of science with its current problems. | 10, 12, 13, 9 | A |
| Evaluates the arguments of progressive, holistic, hermeneutic, structuralist and anarchist theories of science. | 10, 13, 16, 19, 9 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | An Overview of the History of Science | The relevant subject is read from source books and researched from other scientific journals. |
| 2 | The process leading up to the age of scientific revolutions and the leading signs of new age science | The relevant subject is read from source books and researched from other scientific journals. |
| 3 | The age of scientific revolutions and the birth of modern science | The relevant subject is read from source books and researched from other scientific journals. |
| 4 | The great scientific theories of the New Age; Galileo, Newton, and Kepler | The relevant subject is read from source books and researched from other scientific journals. |
| 5 | Major problems with recent science and the Newtonian paradigm | The relevant subject is read from source books and researched from other scientific journals. |
| 6 | Atom and space age. Quantum and uncertainty theories. Einstein | The relevant subject is read from source books and researched from other scientific journals. |
| 7 | A reconsideration of the nature of science in the light of the general information obtained in the science history course | The relevant subject is read from source books and researched from other scientific journals. |
| 8 | New understanding of science (Galileo, Descartes, Newton) and Aristotle criticism; Hume, Kant | The relevant subject is read from source books and researched from other scientific journals. |
| 9 | IX. The nature of scientific knowledge in 21st century philosophers; XX. Philosophy of Science in the 21st Century; logical positivists; | The relevant subject is read from source books and researched from other scientific journals. |
| 10 | Interpretive approaches to science | The relevant subject is read from source books and researched from other scientific journals. |
| 11 | Karl Popper, falsification theory; distinguishing between science and non-science; | The relevant subject is read from source books and researched from other scientific journals. |
| 12 | The new philosophy of science: T.S. Kuhn and scientific revolutions; | The relevant subject is read from source books and researched from other scientific journals. |
| 13 | Imre Lakatos: Distinction Between Science and Non-Science | The relevant subject is read from source books and researched from other scientific journals. |
| 14 | Feyerabend and the anarchist philosophy of science. | The relevant subject is read from source books and researched from other scientific journals. |
| Resources |
| Alan F. Chalmers-Bilim Dedikleri John Henry-Bilim Devrimi ve Modern Bilimin Kökenleri Şakir Kocabaş-Fizik ve Gerçeklik Elisabeth Ströker-Bilim Kuramına Giriş Alexandre Koyre-Yeniçağ Biliminin Doğuşu |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | X | |||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | ||||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | ||||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | ||||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | ||||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | ||||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | ||||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | ||||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |