Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CRITICAL and ANALYTICAL THINKING | ELT3214011 | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Merve OFLAZ |
| Name of Lecturer(s) | Assist.Prof. Merve OFLAZ |
| Assistant(s) | |
| Aim | The aim of this course is to develop English Language Teaching students’ critical and analytical thinking skills. Within the scope of the course, students are expected to develop the ability to recognise, analyse, and evaluate arguments; to examine basic logical concepts and language use from a critical perspective; and to identify logical fallacies and question truth claims. In addition, the course aims to enhance students’ ability to locate, evaluate, and use sources effectively and ethically in academic and professional contexts, and to analyse media texts critically. Another aim of the course is to address critical reflection as a core component of the teaching profession and to support students in applying critical thinking skills to classroom practices and pedagogical decision-making in the context of language teaching. |
| Course Content | This course contains; Overview of the course,Introduction to Critical Thinking,Recognizing Arguments in Academic and Classroom Contexts,Basic Logical Concepts,Language, Meaning, and Classroom Discourse,Logical Fallacies I: Relevance-Based Fallacies in Argumentation,Logical Fallacies II: Evidence-Based Fallacies in Academic and Media Discourse,Analyzing Arguments in Academic and Professional Texts,Evaluating Arguments and Truth Claims ,Finding and Evaluating Sources Academic Sources in Language Education,Using Sources Academic Sources in Language Education,Critical Media Literacy and Language Teaching,Critical Reflection for Teachers,Critical Thinking in Language Teaching. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Identify arguments, assumptions, and logical fallacies in written, spoken, and media texts. | 10, 16, 19, 6, 9 | C, E, K |
| Use academic and professional sources ethically and effectively to support written and oral arguments. | 10, 16, 19, 6, 9 | C, E, K |
| Critically analyse media texts by identifying bias, perspective, and persuasive strategies. | 10, 16, 19, 6, 9 | C, E, K |
| Reflect critically on teaching practices, materials, and pedagogical decisions using established principles of critical thinking. | 10, 16, 19, 6, 9 | C, E, K |
| Apply critical and analytical thinking skills to language teaching contexts in order to make informed pedagogical decisions. | 10, 16, 19, 6, 9 | C, E, K |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework, K: Self Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Overview of the course | Reviewing course information slides, reading syllabus, brief self-reflection, preparing for in-class group discussion. |
| 2 | Introduction to Critical Thinking | Reviewing course information slides, reading syllabus, brief self-reflection, preparing for in-class group discussion. |
| 3 | Recognizing Arguments in Academic and Classroom Contexts | Reviewing course information slides, reading syllabus, brief self-reflection, preparing for in-class group discussion. |
| 4 | Basic Logical Concepts | Completing pre-class video task, reading Chapter 3, reviewing basic logical terms (premise, conclusion, validity), preparing short concept notes. |
| 5 | Language, Meaning, and Classroom Discourse | Ders öncesi video görevinin tamamlanması, 4. bölümün okunması, anlam, belirsizlik ve sınıf içi söylem örnekleri üzerine notların hazırlanması. |
| 6 | Logical Fallacies I: Relevance-Based Fallacies in Argumentation | Completing pre-class video task, reading Chapter 5, identifying relevance-based fallacies in sample arguments. |
| 7 | Logical Fallacies II: Evidence-Based Fallacies in Academic and Media Discourse | Completing pre-class video task, reading Chapter 6, identifying evidence-based fallacies in academic or media texts. |
| 8 | Analyzing Arguments in Academic and Professional Texts | Completing pre-class video task, reading Chapter 7, identifying argument structure and logical flow in assigned texts. |
| 9 | Evaluating Arguments and Truth Claims | Completing pre-class video task, reading Chapter 8, preparing notes on evaluation criteria and strength of arguments. |
| 10 | Finding and Evaluating Sources Academic Sources in Language Education | Completing pre-class video task, reading Chapter 12, identifying credibility and relevance criteria for academic sources. |
| 11 | Using Sources Academic Sources in Language Education | Completing pre-class video task, reviewing the teaching materials prepared by the course instructor. |
| 12 | Critical Media Literacy and Language Teaching | Completing pre-class video task, reading Chapter 14, identifying bias, assumptions, and persuasive techniques in media texts. |
| 13 | Critical Reflection for Teachers | Completing pre-class video task, reviewing teaching materials prepared by the course instructor, preparing reflection notes linked to teaching practice. |
| 14 | Critical Thinking in Language Teaching | Completing pre-class video task, reviewing teaching materials prepared by the course instructor, preparing ideas for classroom application. |
| Resources |
| Required Text Basham, I., Irwin, W., Nardone, H., & Wallace, J. M. (2018). Critical thinking: A student’s introduction (4th ed.). McGraw-Hill Education. Supplementary Readings Moore, B. N., & Parker, R. (2016). Critical thinking (12th ed.). McGraw-Hill. Doğan, C. (2017). Eleştirel düşünme. Pegem Akademi. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | ||||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | ||||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | ||||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | ||||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | ||||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | ||||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | ||||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | ||||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | ||||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | ||||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | ||||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | ||||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | ||||||
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 | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 25 | 25 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 18 | 18 | |||
| Performance Task, Maintenance Plan | 3 | 10 | 30 | |||
| Total Workload(Hour) | 111 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(111/30) | 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 | ELT3214011 | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Merve OFLAZ |
| Name of Lecturer(s) | Assist.Prof. Merve OFLAZ |
| Assistant(s) | |
| Aim | The aim of this course is to develop English Language Teaching students’ critical and analytical thinking skills. Within the scope of the course, students are expected to develop the ability to recognise, analyse, and evaluate arguments; to examine basic logical concepts and language use from a critical perspective; and to identify logical fallacies and question truth claims. In addition, the course aims to enhance students’ ability to locate, evaluate, and use sources effectively and ethically in academic and professional contexts, and to analyse media texts critically. Another aim of the course is to address critical reflection as a core component of the teaching profession and to support students in applying critical thinking skills to classroom practices and pedagogical decision-making in the context of language teaching. |
| Course Content | This course contains; Overview of the course,Introduction to Critical Thinking,Recognizing Arguments in Academic and Classroom Contexts,Basic Logical Concepts,Language, Meaning, and Classroom Discourse,Logical Fallacies I: Relevance-Based Fallacies in Argumentation,Logical Fallacies II: Evidence-Based Fallacies in Academic and Media Discourse,Analyzing Arguments in Academic and Professional Texts,Evaluating Arguments and Truth Claims ,Finding and Evaluating Sources Academic Sources in Language Education,Using Sources Academic Sources in Language Education,Critical Media Literacy and Language Teaching,Critical Reflection for Teachers,Critical Thinking in Language Teaching. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Identify arguments, assumptions, and logical fallacies in written, spoken, and media texts. | 10, 16, 19, 6, 9 | C, E, K |
| Use academic and professional sources ethically and effectively to support written and oral arguments. | 10, 16, 19, 6, 9 | C, E, K |
| Critically analyse media texts by identifying bias, perspective, and persuasive strategies. | 10, 16, 19, 6, 9 | C, E, K |
| Reflect critically on teaching practices, materials, and pedagogical decisions using established principles of critical thinking. | 10, 16, 19, 6, 9 | C, E, K |
| Apply critical and analytical thinking skills to language teaching contexts in order to make informed pedagogical decisions. | 10, 16, 19, 6, 9 | C, E, K |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework, K: Self Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Overview of the course | Reviewing course information slides, reading syllabus, brief self-reflection, preparing for in-class group discussion. |
| 2 | Introduction to Critical Thinking | Reviewing course information slides, reading syllabus, brief self-reflection, preparing for in-class group discussion. |
| 3 | Recognizing Arguments in Academic and Classroom Contexts | Reviewing course information slides, reading syllabus, brief self-reflection, preparing for in-class group discussion. |
| 4 | Basic Logical Concepts | Completing pre-class video task, reading Chapter 3, reviewing basic logical terms (premise, conclusion, validity), preparing short concept notes. |
| 5 | Language, Meaning, and Classroom Discourse | Ders öncesi video görevinin tamamlanması, 4. bölümün okunması, anlam, belirsizlik ve sınıf içi söylem örnekleri üzerine notların hazırlanması. |
| 6 | Logical Fallacies I: Relevance-Based Fallacies in Argumentation | Completing pre-class video task, reading Chapter 5, identifying relevance-based fallacies in sample arguments. |
| 7 | Logical Fallacies II: Evidence-Based Fallacies in Academic and Media Discourse | Completing pre-class video task, reading Chapter 6, identifying evidence-based fallacies in academic or media texts. |
| 8 | Analyzing Arguments in Academic and Professional Texts | Completing pre-class video task, reading Chapter 7, identifying argument structure and logical flow in assigned texts. |
| 9 | Evaluating Arguments and Truth Claims | Completing pre-class video task, reading Chapter 8, preparing notes on evaluation criteria and strength of arguments. |
| 10 | Finding and Evaluating Sources Academic Sources in Language Education | Completing pre-class video task, reading Chapter 12, identifying credibility and relevance criteria for academic sources. |
| 11 | Using Sources Academic Sources in Language Education | Completing pre-class video task, reviewing the teaching materials prepared by the course instructor. |
| 12 | Critical Media Literacy and Language Teaching | Completing pre-class video task, reading Chapter 14, identifying bias, assumptions, and persuasive techniques in media texts. |
| 13 | Critical Reflection for Teachers | Completing pre-class video task, reviewing teaching materials prepared by the course instructor, preparing reflection notes linked to teaching practice. |
| 14 | Critical Thinking in Language Teaching | Completing pre-class video task, reviewing teaching materials prepared by the course instructor, preparing ideas for classroom application. |
| Resources |
| Required Text Basham, I., Irwin, W., Nardone, H., & Wallace, J. M. (2018). Critical thinking: A student’s introduction (4th ed.). McGraw-Hill Education. Supplementary Readings Moore, B. N., & Parker, R. (2016). Critical thinking (12th ed.). McGraw-Hill. Doğan, C. (2017). Eleştirel düşünme. Pegem Akademi. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | ||||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | ||||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | ||||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | ||||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | ||||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | ||||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | ||||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | ||||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | ||||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | ||||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | ||||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | ||||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |