Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CRITICAL and ANALYTICAL THINKING | ÖE4110194 | Fall Semester | 2+0 | 2 | 4 |
| Course Program | Çarşamba 12:00-12:45 Çarşamba 12:45-13:30 |
| 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) | Assist.Prof. Adviye Pınar KONYALIOĞLU |
| 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 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | 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 | ÖE4110194 | Fall Semester | 2+0 | 2 | 4 |
| Course Program | Çarşamba 12:00-12:45 Çarşamba 12:45-13:30 |
| 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) | Assist.Prof. Adviye Pınar KONYALIOĞLU |
| 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 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |