Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CRITICAL THINKING | - | Fall Semester | 3+0 | 3 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Pelin VARDARLIER |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | To gain awareness, reliability and consistency about the processes of acquiring, questioning, analyzing objectively and accurately, scientifically grounding, transferring and structuring information |
| Course Content | This course contains; Basic and higher order thinking skills (Creative thinking - Reflective thinking - Deep thinking - Hypothesis driven thinking - Critical thinking),Metacognition: Being aware of one's own thoughts, taking responsibility, planning, evaluating, decision making and controlling skills,The concept of critical thinking skill and its functions,Skepticism and InquiryDeep and effective Inquiry: Activating the thinking mechanism by asking effective questions,Analyzing and Researching: Scrutinizing the cause of problems,To create value by questioning and analyzing processes,How can I make a job more effective? Being aware of thinking,Giving Feedback (Constructive Feedback): Making you think about the work done, guiding and raising awareness by giving written and verbal feedback, Learning with feedback,Practicing active listening and receiving feedback,Opposing and developing different perspectives: Being able to defend the opposing view along with one's own, evaluating processes, events or problems from different perspectives.,Confirmation Bias: Insight generation and decision making,Employment and Critical Thinking: Effective communication and effective listening,Contribution of Critical Thinking to Employment: Contribution to customer relations, competition and productivity,Meta-Learning: Learning to learn - Developing interdisciplinary mobility,Persuasion and discussion strategies. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Will be able to learn the functions of Critical Thinking | 16, 9 | A |
| 1.1 Pay attention to asking effective questions | ||
| 1.2. Focus on giving and receiving feedback | ||
| 2. Will be able to learn logical reasoning | 16, 9 | A |
| 2.1. Recognize confirmation biases | ||
| 2.2. Pay attention to fallacies (illogical reasoning) | ||
| 3. Will be able to learn arguments | 16, 9 | A |
| 3.1. Focus on deductive argument | ||
| 3.2. Focus on the inductive argument | ||
| 4. Will be able to learn the importance of critical thinking for employment | 16, 9 | A |
| 4.1. The students will explain the role of soft skills and critical thinking | ||
| 4.2. Pay attention to AI and critical thinking in today’s workforce. | ||
| 5. Will be able to learn persuasion and discussion strategies | 16, 9 | A |
| 5.1. Explain the role of ethos pathos logos strategies | ||
| 5.2. Pay attention to discussion strategies |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic and higher order thinking skills (Creative thinking - Reflective thinking - Deep thinking - Hypothesis driven thinking - Critical thinking) | |
| 2 | Metacognition: Being aware of one's own thoughts, taking responsibility, planning, evaluating, decision making and controlling skills | |
| 3 | The concept of critical thinking skill and its functions | |
| 4 | Skepticism and InquiryDeep and effective Inquiry: Activating the thinking mechanism by asking effective questions | |
| 5 | Analyzing and Researching: Scrutinizing the cause of problems,To create value by questioning and analyzing processes | |
| 6 | How can I make a job more effective? Being aware of thinking | |
| 7 | Giving Feedback (Constructive Feedback): Making you think about the work done, guiding and raising awareness by giving written and verbal feedback, Learning with feedback | |
| 8 | Practicing active listening and receiving feedback | |
| 9 | Opposing and developing different perspectives: Being able to defend the opposing view along with one's own, evaluating processes, events or problems from different perspectives. | |
| 10 | Confirmation Bias: Insight generation and decision making | |
| 11 | Employment and Critical Thinking: Effective communication and effective listening | |
| 12 | Contribution of Critical Thinking to Employment: Contribution to customer relations, competition and productivity | |
| 13 | Meta-Learning: Learning to learn - Developing interdisciplinary mobility | |
| 14 | Persuasion and discussion strategies |
| Resources |
| Critical Thinking – A Student’s Introduction – Mc Graw Hill 2018 Critical Thinking : Pearson – Eleştirel Düşünme:Tübitak Yayınları 2020- |
| Jonah Lehrer, Karar Anı,Boğaziçi Üniversitesi Yayınevi, 2014. Nassim Nicholas Taleb, Siyah Kuğu, Varlık Yayınları, 2011. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Defines the theoretical issues in the field of HRM. | ||||||
| 2 | Describes the necessary quantitative and statistical methods in the field of HRM. | ||||||
| 3 | Uses at least one computer program in the field of HRM. | ||||||
| 4 | Sustains proficiency in a foreign language required in HRM. | ||||||
| 5 | Prepares HR projects and leads teams. | X | |||||
| 6 | Constantly updates himself / herself by following developments in science and technology with an understanding of the importance of lifelong learning through critically evaluating the knowledge and skills that s/he has got. | X | |||||
| 7 | Uses theoretical and practical expertise in the field of HRM. | ||||||
| 8 | Follows up-to-date technology using a foreign language at least A1 level, holds verbal / written communication skills. | ||||||
| 9 | Adopts organizational / institutional and social ethical values. | ||||||
| 10 | Within the framework of community involvement, adopts social responsibility principles and takes initiative when necessary. | ||||||
| 11 | Uses and analyses basic facts and data in various disciplines (economics, finance, sociology, law, business) in order to conduct interdisciplinary studies. | ||||||
| 12 | Have the necessary skills to ascertain person-job fit and person-organization fit. | ||||||
| 13 | Have enough knowledge to put forward some ideas in all business functions and have aptitude to collaborate with other departments. | ||||||
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 | 3 | 42 | |||
| 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 | 1 | 15 | 15 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 95 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(95/30) | 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 |
|---|---|---|---|---|---|
| CRITICAL THINKING | - | Fall Semester | 3+0 | 3 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Pelin VARDARLIER |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | To gain awareness, reliability and consistency about the processes of acquiring, questioning, analyzing objectively and accurately, scientifically grounding, transferring and structuring information |
| Course Content | This course contains; Basic and higher order thinking skills (Creative thinking - Reflective thinking - Deep thinking - Hypothesis driven thinking - Critical thinking),Metacognition: Being aware of one's own thoughts, taking responsibility, planning, evaluating, decision making and controlling skills,The concept of critical thinking skill and its functions,Skepticism and InquiryDeep and effective Inquiry: Activating the thinking mechanism by asking effective questions,Analyzing and Researching: Scrutinizing the cause of problems,To create value by questioning and analyzing processes,How can I make a job more effective? Being aware of thinking,Giving Feedback (Constructive Feedback): Making you think about the work done, guiding and raising awareness by giving written and verbal feedback, Learning with feedback,Practicing active listening and receiving feedback,Opposing and developing different perspectives: Being able to defend the opposing view along with one's own, evaluating processes, events or problems from different perspectives.,Confirmation Bias: Insight generation and decision making,Employment and Critical Thinking: Effective communication and effective listening,Contribution of Critical Thinking to Employment: Contribution to customer relations, competition and productivity,Meta-Learning: Learning to learn - Developing interdisciplinary mobility,Persuasion and discussion strategies. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Will be able to learn the functions of Critical Thinking | 16, 9 | A |
| 1.1 Pay attention to asking effective questions | ||
| 1.2. Focus on giving and receiving feedback | ||
| 2. Will be able to learn logical reasoning | 16, 9 | A |
| 2.1. Recognize confirmation biases | ||
| 2.2. Pay attention to fallacies (illogical reasoning) | ||
| 3. Will be able to learn arguments | 16, 9 | A |
| 3.1. Focus on deductive argument | ||
| 3.2. Focus on the inductive argument | ||
| 4. Will be able to learn the importance of critical thinking for employment | 16, 9 | A |
| 4.1. The students will explain the role of soft skills and critical thinking | ||
| 4.2. Pay attention to AI and critical thinking in today’s workforce. | ||
| 5. Will be able to learn persuasion and discussion strategies | 16, 9 | A |
| 5.1. Explain the role of ethos pathos logos strategies | ||
| 5.2. Pay attention to discussion strategies |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic and higher order thinking skills (Creative thinking - Reflective thinking - Deep thinking - Hypothesis driven thinking - Critical thinking) | |
| 2 | Metacognition: Being aware of one's own thoughts, taking responsibility, planning, evaluating, decision making and controlling skills | |
| 3 | The concept of critical thinking skill and its functions | |
| 4 | Skepticism and InquiryDeep and effective Inquiry: Activating the thinking mechanism by asking effective questions | |
| 5 | Analyzing and Researching: Scrutinizing the cause of problems,To create value by questioning and analyzing processes | |
| 6 | How can I make a job more effective? Being aware of thinking | |
| 7 | Giving Feedback (Constructive Feedback): Making you think about the work done, guiding and raising awareness by giving written and verbal feedback, Learning with feedback | |
| 8 | Practicing active listening and receiving feedback | |
| 9 | Opposing and developing different perspectives: Being able to defend the opposing view along with one's own, evaluating processes, events or problems from different perspectives. | |
| 10 | Confirmation Bias: Insight generation and decision making | |
| 11 | Employment and Critical Thinking: Effective communication and effective listening | |
| 12 | Contribution of Critical Thinking to Employment: Contribution to customer relations, competition and productivity | |
| 13 | Meta-Learning: Learning to learn - Developing interdisciplinary mobility | |
| 14 | Persuasion and discussion strategies |
| Resources |
| Critical Thinking – A Student’s Introduction – Mc Graw Hill 2018 Critical Thinking : Pearson – Eleştirel Düşünme:Tübitak Yayınları 2020- |
| Jonah Lehrer, Karar Anı,Boğaziçi Üniversitesi Yayınevi, 2014. Nassim Nicholas Taleb, Siyah Kuğu, Varlık Yayınları, 2011. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Defines the theoretical issues in the field of HRM. | ||||||
| 2 | Describes the necessary quantitative and statistical methods in the field of HRM. | ||||||
| 3 | Uses at least one computer program in the field of HRM. | ||||||
| 4 | Sustains proficiency in a foreign language required in HRM. | ||||||
| 5 | Prepares HR projects and leads teams. | X | |||||
| 6 | Constantly updates himself / herself by following developments in science and technology with an understanding of the importance of lifelong learning through critically evaluating the knowledge and skills that s/he has got. | X | |||||
| 7 | Uses theoretical and practical expertise in the field of HRM. | ||||||
| 8 | Follows up-to-date technology using a foreign language at least A1 level, holds verbal / written communication skills. | ||||||
| 9 | Adopts organizational / institutional and social ethical values. | ||||||
| 10 | Within the framework of community involvement, adopts social responsibility principles and takes initiative when necessary. | ||||||
| 11 | Uses and analyses basic facts and data in various disciplines (economics, finance, sociology, law, business) in order to conduct interdisciplinary studies. | ||||||
| 12 | Have the necessary skills to ascertain person-job fit and person-organization fit. | ||||||
| 13 | Have enough knowledge to put forward some ideas in all business functions and have aptitude to collaborate with other departments. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |