Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| HISTORY and PHILOSOPHY of SCIENCE | - | Spring 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) | |
| 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 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | X | |||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | X | |||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | X | |||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | X | |||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | X | |||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | X | |||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | X | |||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | X | |||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | X | |||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | X | |||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | 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 | - | Spring 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) | |
| 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 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | X | |||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | X | |||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | X | |||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | X | |||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | X | |||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | X | |||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | X | |||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | X | |||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | X | |||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | X | |||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |