Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CRITICAL and ANALYTICAL THINKING | PDR4210194 | Spring Semester | 2+0 | 2 | 4 |
| 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) | |
| Assistant(s) | |
| Aim | Enable the students to have critical thinking which is a kind of thinking in which they question, analyze, interpret, evaluate and make a judgment about what they read, hear, say, or write |
| Course Content | This course contains; The description of critical thinking and analytic thinking ,The description of critical thinking and analytic thinking ,Discrimination of the critical thinking and non-critical thinking ,Thinking, the brain which use for the thinking and how the brain learn? ,What are the competents of the 21. century? In this sense the importance of the critical thinking and analytic thinking ,The importance of the critical and analytic thinking for children ,How we must organize the activities of the critical and analytic thinking? ,The relationships between asking questions and analytic thinking,The sequential and formal request thinking at critical and analytic thinking,The effects of the critical and analytic thinking ,Induction and deduction ,Literature references in this field and critical and analytic thinking in professional development ,Critical and analytic reading, listening, speaking and writing ,The characteristics of the teacher profession. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Question, analyze, interpret, evaluate and make a judgment about what they read, hear, say, or write. | 10 | A, C, E, F |
| Have the ability to evaluate information and to be aware of biases or assumptions, including their own. | 10 | A, C, E, F |
| Asks questions, gather relevant information, think through solutions and conclusions, consider alternative systems of thought, communicate effectively. | 10 | A, C, E, F |
| Develops decision-making skills to weigh different factors, consider alternatives, and make informed choices based on evidence and reasoning. | 10 | A, C, E, F |
| Improves communication skills, both written and verbal, by emphasizing clarity, coherence, and logical organization of ideas. | 10 | A, C, E, F |
| Promotes collaborative thinking and the ability to work effectively in a team by encouraging students to consider multiple viewpoints and engage in constructive dialogue. | 10 | A, C, E, F |
| Teaching Methods: | 10: Discussion Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam, E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The description of critical thinking and analytic thinking | Talking about expectations from the course |
| 2 | The description of critical thinking and analytic thinking | Reading recommended articles on Critical and Analytical thinking |
| 3 | Discrimination of the critical thinking and non-critical thinking | Creating a concept map of critical and non-critical thinking characteristics |
| 4 | Thinking, the brain which use for the thinking and how the brain learn? | Reading articles about brain and thinking |
| 5 | What are the competents of the 21. century? In this sense the importance of the critical thinking and analytic thinking | Reading articles about 21st century competences and critical and analytical thinking |
| 6 | The importance of the critical and analytic thinking for children | Child observation within the scope of Critical and Analytical Thinking |
| 7 | How we must organize the activities of the critical and analytic thinking? | Examination of activities that develop critical and analytical thinking for children |
| 8 | The relationships between asking questions and analytic thinking | Developing thinking with a question-answer technique on a prominent subject |
| 9 | The sequential and formal request thinking at critical and analytic thinking | Reading articles on critical and analytical thinking methods and factors affecting thinking |
| 10 | The effects of the critical and analytic thinking | Preparation of a summary report on the articles read on critical and analytical thinking methods and factors affecting thinking |
| 11 | Induction and deduction | Reading articles on induction and deduction |
| 12 | Literature references in this field and critical and analytic thinking in professional development | Brainstorming on critical and analytical thinking and professional development |
| 13 | Critical and analytic reading, listening, speaking and writing | Reading articles about critical reading, listening, speaking and writing |
| 14 | The characteristics of the teacher profession | Evaluation of the teaching profession and the necessity of critical and analytical thinking |
| Resources |
| Asking the Right Questions, A Guide to Critical Thinking , M. Neil Browne Stuart M. Keeley ,Bowling Green State University |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals' developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in guidance and psychological counseling processes. | X | |||||
| 10 | Utilizes supervision processes in Psychological Counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | 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 | 16 | 2 | 32 | |||
| General Exam | 16 | 2 | 32 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 120 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(120/30) | 4 | |||||
| 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 |
|---|---|---|---|---|---|
| CRITICAL and ANALYTICAL THINKING | PDR4210194 | Spring Semester | 2+0 | 2 | 4 |
| 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) | |
| Assistant(s) | |
| Aim | Enable the students to have critical thinking which is a kind of thinking in which they question, analyze, interpret, evaluate and make a judgment about what they read, hear, say, or write |
| Course Content | This course contains; The description of critical thinking and analytic thinking ,The description of critical thinking and analytic thinking ,Discrimination of the critical thinking and non-critical thinking ,Thinking, the brain which use for the thinking and how the brain learn? ,What are the competents of the 21. century? In this sense the importance of the critical thinking and analytic thinking ,The importance of the critical and analytic thinking for children ,How we must organize the activities of the critical and analytic thinking? ,The relationships between asking questions and analytic thinking,The sequential and formal request thinking at critical and analytic thinking,The effects of the critical and analytic thinking ,Induction and deduction ,Literature references in this field and critical and analytic thinking in professional development ,Critical and analytic reading, listening, speaking and writing ,The characteristics of the teacher profession. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Question, analyze, interpret, evaluate and make a judgment about what they read, hear, say, or write. | 10 | A, C, E, F |
| Have the ability to evaluate information and to be aware of biases or assumptions, including their own. | 10 | A, C, E, F |
| Asks questions, gather relevant information, think through solutions and conclusions, consider alternative systems of thought, communicate effectively. | 10 | A, C, E, F |
| Develops decision-making skills to weigh different factors, consider alternatives, and make informed choices based on evidence and reasoning. | 10 | A, C, E, F |
| Improves communication skills, both written and verbal, by emphasizing clarity, coherence, and logical organization of ideas. | 10 | A, C, E, F |
| Promotes collaborative thinking and the ability to work effectively in a team by encouraging students to consider multiple viewpoints and engage in constructive dialogue. | 10 | A, C, E, F |
| Teaching Methods: | 10: Discussion Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam, E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The description of critical thinking and analytic thinking | Talking about expectations from the course |
| 2 | The description of critical thinking and analytic thinking | Reading recommended articles on Critical and Analytical thinking |
| 3 | Discrimination of the critical thinking and non-critical thinking | Creating a concept map of critical and non-critical thinking characteristics |
| 4 | Thinking, the brain which use for the thinking and how the brain learn? | Reading articles about brain and thinking |
| 5 | What are the competents of the 21. century? In this sense the importance of the critical thinking and analytic thinking | Reading articles about 21st century competences and critical and analytical thinking |
| 6 | The importance of the critical and analytic thinking for children | Child observation within the scope of Critical and Analytical Thinking |
| 7 | How we must organize the activities of the critical and analytic thinking? | Examination of activities that develop critical and analytical thinking for children |
| 8 | The relationships between asking questions and analytic thinking | Developing thinking with a question-answer technique on a prominent subject |
| 9 | The sequential and formal request thinking at critical and analytic thinking | Reading articles on critical and analytical thinking methods and factors affecting thinking |
| 10 | The effects of the critical and analytic thinking | Preparation of a summary report on the articles read on critical and analytical thinking methods and factors affecting thinking |
| 11 | Induction and deduction | Reading articles on induction and deduction |
| 12 | Literature references in this field and critical and analytic thinking in professional development | Brainstorming on critical and analytical thinking and professional development |
| 13 | Critical and analytic reading, listening, speaking and writing | Reading articles about critical reading, listening, speaking and writing |
| 14 | The characteristics of the teacher profession | Evaluation of the teaching profession and the necessity of critical and analytical thinking |
| Resources |
| Asking the Right Questions, A Guide to Critical Thinking , M. Neil Browne Stuart M. Keeley ,Bowling Green State University |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals' developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in guidance and psychological counseling processes. | X | |||||
| 10 | Utilizes supervision processes in Psychological Counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |