Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CRITICAL and ANALYTICAL THINKING | - | Fall 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) | Prof.Dr. Esra AKGÜL |
| 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. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Question, analyze, interpret, evaluate and make a judgment about what they read, hear, say, or write. | 10 | A, E, F |
| Have the ability to evaluate information and to be aware of biases or assumptions, including their own. | 10 | A, E, F |
| Asks questions, gather relevant information, think through solutions and conclusions, consider alternative systems of thought, communicate effectively. | 10 | A, E, F |
| Develops decision-making skills to weigh different factors, consider alternatives, and make informed choices based on evidence and reasoning. | 10 | A, E, F |
| Improves communication skills, both written and verbal, by emphasizing clarity, coherence, and logical organization of ideas. | 10 | A, 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, E, F |
| Teaching Methods: | 10: Discussion Method |
| Assessment Methods: | A: Traditional Written 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 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching. It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching. It compares the theories in its field and lists the strengths and weaknesses of each theory verbally. | X | |||||
| 2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | X | |||||
| 3 | A problem he faces professionally, he analyzes and solves it based on scientific methods. He solves a problem he faces professionally on his own. It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not. | X | |||||
| 4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | X | |||||
| 5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary. When he encounters a problem, he formulates it in writing or verbally. He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment. He speaks at least B1 level English to monitor international professional developments. | X | |||||
| 6 | He knows the basic concepts of his profession. Applies basic skills related to his profession. It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles. In a professional subject, it conducts research by choosing the appropriate research method. | 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 | - | Fall 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) | Prof.Dr. Esra AKGÜL |
| 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. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Question, analyze, interpret, evaluate and make a judgment about what they read, hear, say, or write. | 10 | A, E, F |
| Have the ability to evaluate information and to be aware of biases or assumptions, including their own. | 10 | A, E, F |
| Asks questions, gather relevant information, think through solutions and conclusions, consider alternative systems of thought, communicate effectively. | 10 | A, E, F |
| Develops decision-making skills to weigh different factors, consider alternatives, and make informed choices based on evidence and reasoning. | 10 | A, E, F |
| Improves communication skills, both written and verbal, by emphasizing clarity, coherence, and logical organization of ideas. | 10 | A, 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, E, F |
| Teaching Methods: | 10: Discussion Method |
| Assessment Methods: | A: Traditional Written 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 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching. It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching. It compares the theories in its field and lists the strengths and weaknesses of each theory verbally. | X | |||||
| 2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | X | |||||
| 3 | A problem he faces professionally, he analyzes and solves it based on scientific methods. He solves a problem he faces professionally on his own. It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not. | X | |||||
| 4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | X | |||||
| 5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary. When he encounters a problem, he formulates it in writing or verbally. He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment. He speaks at least B1 level English to monitor international professional developments. | X | |||||
| 6 | He knows the basic concepts of his profession. Applies basic skills related to his profession. It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles. In a professional subject, it conducts research by choosing the appropriate research method. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |