1 | Course Title: | CRITICAL AND ANALYTICAL THINKING |
2 | Course Code: | MBS0011 |
3 | Type of Course: | Optional |
4 | Level of Course: | First Cycle |
5 | Year of Study: | 2 |
6 | Semester: | 3 |
7 | ECTS Credits Allocated: | 4 |
8 | Theoretical (hour/week): | 2 |
9 | Practice (hour/week) : | 0 |
10 | Laboratory (hour/week) : | 0 |
11 | Prerequisites: | - |
12 | Recommended optional programme components: | None |
13 | Language: | Turkish |
14 | Mode of Delivery: | Face to face |
15 | Course Coordinator: | Prof. Dr. ŞİRİN İLKÖRÜCÜ |
16 | Course Lecturers: | - |
17 | Contactinformation of the Course Coordinator: |
Prof. Dr. Şirin İlkörücü ilkorucu@uludag.edu.tr 0224 2942152 |
18 | Website: | |
19 | Objective of the Course: | This course aims to teach teachers and students critical and analytical thinking knowledge and skills in the context of professional knowledge. |
20 | Contribution of the Course to Professional Development | his course includes A1 "Field knowledge" in the "Professional Knowledge" competency area of ?"General Competencies of Teaching Profession", B2 "Creating learning environments" in the field of Profession Skills "and C2" Approach to Students "and C3" Communication and Cooperation "" in the competency field of "Attitude and Values" subfield. This course contributes to the ability to use advanced theoretical and practical knowledge acquired in the field within the scope of TYYÇ 6 level and to evaluate the advanced knowledge and skills acquired in the field with a critical approach. |
21 | Learning Outcomes: |
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22 | Course Content: |
Week | Theoretical | Practical |
1 | Information about the introduction of the course and the content and evaluation of the course. | |
2 | Interpreting thinking and critical thinking concepts | |
3 | Reasoning processes in critical and analytical thinking- | |
4 | Critical thinking dimensions: Interpretation of affective strategies and educational examples of cognitive strategies- | |
5 | Critical thinking dimensions: Interpretation of affective strategies and educational examples of cognitive strategies | |
6 | Critical thinking dimensions: Interpretation of educational examples of cognitive strategies | |
7 | Critical thinking dimensions: Interpretation of educational examples of cognitive strategies- | |
8 | Features of critical and analytical thinking individuals and assessment of them.- | |
9 | Interpreting examples of Socratic inquiry in critical and analytical thinking | |
10 | Listening and problem solving practices in critical and analytical thinking- | |
11 | Understanding the points of critical reading- | |
12 | Understanding the points of critical writing- | |
13 | Evaluating and interpreting studies on educational applications of critical and analytical thinking in current studies- | |
14 | Evaluating and interpreting studies on educational applications of critical and analytical thinking in current studies- |
23 | Textbooks, References and/or Other Materials: |
De Bono, E. (2007). Altı şapkalı düşünme tekniği. Ankara: Remzi Kitapevi. Gürkaynak, İ., Üstel, F. ve Gülgöz, S. (2008). Eleştirel düşünme (3. Baskı). İstanbul: Eğitim Reformu Girişimi. Nosich, M. G. (2015). Eleştirel düşünme ve disiplinler arası eleştirel düşünme rehberi (çev. B. Aybek ). Ankara: Anı Yayıncılık. Paul, R., Elder, L. (2013). Kritik düşünce-Yaşamınızın ve öğrenmenizin sorumluluğunu üstlenmek için araçlar. (Çev: Esra Aslan, Gamze Sart). Nobel Akademik Yayıncılık Eğitim Danışmanlık. Ankara. Şahinel, S. Eleştirel Düşünme, 2. Baskı, Pegem A Yayıncılık, Ankara, E Kitap. Aybek, B. (2012), Eleştirel Düşünme Rehberi, 1. Baskı, Anı Yayıncılık, Ankara, 2012. Tapan broutın M.S., İlkörücü Ş., (2019). Öğretmen Adaylarının Kaynak Sistemlerinin Şematik Gösterimi Bağlamında Eleştirel Düşünme Eğilimlerinin Analizi 4th International Eurosian Educational Research Congress (EJER). Türkiye |
24 | Assesment |
TERM LEARNING ACTIVITIES | NUMBER | PERCENT |
Midterm Exam | 1 | 30 |
Quiz | 0 | 0 |
Homeworks, Performances | 1 | 10 |
Final Exam | 1 | 60 |
Total | 3 | 100 |
Contribution of Term (Year) Learning Activities to Success Grade | 40 | |
Contribution of Final Exam to Success Grade | 60 | |
Total | 100 | |
Measurement and Evaluation Techniques Used in the Course | Teaching lecture, brainstorming, critical discussion, question-answer, cooperative learning and group work methods are applied in this course. | |
Information | In the measurement and evaluation of the course, 1 midterm exam, 1 final exam, as well as participation in homework and in-class activities during the semester are taken. |
25 | ECTS / WORK LOAD TABLE |
Activites | NUMBER | TIME [Hour] | Total WorkLoad [Hour] |
Theoretical | 14 | 2 | 28 |
Practicals/Labs | 0 | 0 | 0 |
Self Study and Preparation | 12 | 1 | 12 |
Homeworks, Performances | 1 | 9 | 72 |
Projects | 0 | 0 | 0 |
Field Studies | 0 | 0 | 0 |
Midtermexams | 1 | 1 | 1 |
Others | 0 | 0 | 0 |
Final Exams | 1 | 1 | 1 |
Total WorkLoad | 115 | ||
Total workload/ 30 hr | 3,8 | ||
ECTS Credit of the Course | 4 |
26 | CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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LO: Learning Objectives | PQ: Program Qualifications |
Contribution Level: | 1 Very Low | 2 Low | 3 Medium | 4 High | 5 Very High |