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Information
| Code | PGÖ707 |
| Name | Teaching Critical Thinking with Examples |
| Term | 2024-2025 Academic Year |
| Semester | . Semester |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator |
Course Goal / Objective
The main purpose of this course is to inform students about the teaching of critical thinking, as well as helping them develop critical thinking skills.
Course Content
The following topics are in the scope of this course: What is thinking? What is critical thinking? What are the critical thinking skills?What is the role of teacher in teaching critical thinking? Which approaches are used in teaching of critical thinking?
Course Precondition
None
Resources
1. Aybek,B.(2010). Örneklerle Düşünme ve Eleştirel Düşünme, Adana: Nobel Kitapevi 2. Gerald,N.(2011). Learning To Think Things Through A Guide To Critical Thinking Across The Curriculum 4.Edt. (Çeviren: Birsel AYBEK), Ankara: Anı Yayıncılık. 3. Paul,R.(1995). Critical Thinking Foundation for Critical Thinking, Santa Rosa, CA.
Notes
National and international articles regarding critical thinking
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the importance of the concept of critical thinking |
| LO02 | Describes the skills critical thinkers should have. |
| LO03 | Applies critical thinking skills in everyday life. |
| LO04 | Discuss the importance of formal and informal education in the teaching of critical thinking. |
| LO05 | Analyzes the approaches used in critical thinking education. |
| LO06 | Prepares examples related to the approaches used in critical thinking education. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | On the basis of the BA degree qualifications improves his/her knowledge in thecurriculum and instruction field at the level of expertise. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | Understands the multi-dimensional causes of a problem and evaluates the problem as a whole | 5 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Analyzes a scientific article in the field of curriculum and instruction | |
| PLO04 | Beceriler - Bilişsel, Uygulamalı | Uses the theoretical and practical knowledge s/he gained at the level of expertise in the field of curriculum and instruction | |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | Uses and develops individual assessment techniques for examining curriculum and instruction | |
| PLO06 | Beceriler - Bilişsel, Uygulamalı | Solves a problem in the context of curriculum and instruction in a scientific perspective. | 3 |
| PLO07 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Guides the graduates of the field of curriculum and instruction within the framework of the knowledge and experiences that specialized training provides. | |
| PLO08 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Gains knowledge and experience about the applications which can make the field of expertise functional in educational field. | |
| PLO09 | Yetkinlikler - Öğrenme Yetkinliği | Integrates the theoretical knowledge within the scope of the field of curriculum and instruction with the field of application. | |
| PLO10 | Yetkinlikler - Öğrenme Yetkinliği | Takes responsibility for solving the problems at the local and national level during the curriculum and instruction-oriented applications. | 2 |
| PLO11 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Communicates effectively and properly with students, teachers, school administrators, and members of families and working group. | 3 |
| PLO12 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Has a good command of foreign language to be able to follow the foreign resources related to the field. | |
| PLO13 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Informs his/her colleagues about the processes regarding the field of expertise and conclusions reached. | |
| PLO14 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Uses the different statistical techniques and information and communication technologies that s/he needs in the field of expertise. | 2 |
| PLO15 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Provides the support of the institution employees to make the applications concerning educational sciences successful. | 3 |
| PLO16 | Yetkinlikler - Alana Özgü Yetkinlik | Identifies the sources of the problems in the field of educational sciences and contributes to the solution of these problems. | 2 |
| PLO17 | Yetkinlikler - Alana Özgü Yetkinlik | Provides the cooperation of all partners in educational environment stating the necessity of the field of expertise. | 3 |
| PLO18 | Yetkinlikler - Alana Özgü Yetkinlik | Assesses the necessities which reveal through the applications related to the field of expertise in a critical way. | 5 |
| PLO19 | Yetkinlikler - Alana Özgü Yetkinlik | Develops internalized knowledge in the field of expertise and the related disciplines at the level of expertise. | 3 |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | Makes prediction about the partner behaviors through the applications concerning the field of expertise. | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Thinking, Thinking styles and concept of critical thinking | Scanning the domestic and foreign resources related to the topic | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası, Örnek Olay |
| 2 | Skills that critical thinkers should have | Scanning the domestic and foreign resources related to the topic | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası, Örnek Olay |
| 3 | Genetic and environmental factors affecting critical thinking | Scanning the domestic and foreign resources related to the topic | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası, Örnek Olay |
| 4 | The role of teacher in critical thinking education | Scanning the domestic and foreign resources related to the topic | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay, Beyin Fırtınası |
| 5 | Approaches, methods and techniques that can be used to develop critical thinking | Scanning the domestic and foreign resources related to the topic | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay, Beyin Fırtınası |
| 6 | The importance of psychological environment of the classroom in gaining critical thinking skills | Interviewing teachers about the subject and observing lessons | Öğretim Yöntemleri: Bireysel Çalışma |
| 7 | The activities concerning teaching skill-based critical thinking | Preparing a skill-based activity and applying it at school | Öğretim Yöntemleri: Bireysel Çalışma, Tartışma |
| 8 | Mid term Exam | Preparation for the exam | Ölçme Yöntemleri: Ödev |
| 9 | The activities concerning teaching subject- based critical thinking | Preparing a subject-based activity and applying it at school | Öğretim Yöntemleri: Bireysel Çalışma, Tartışma |
| 10 | Domestic studies related to critical thinking | Examining the theses related to critical thinking from YÖK and analyzing a thesis in detail | Öğretim Yöntemleri: Tartışma, Bireysel Çalışma |
| 11 | Foreign studies related to critical thinking | Scanning the articles | Öğretim Yöntemleri: Bireysel Çalışma, Tartışma |
| 12 | Comparing the domestic and foreign studies related to critical thinking-II | Scanning the domestic and foreign resources related to the topic | Öğretim Yöntemleri: Bireysel Çalışma, Tartışma |
| 13 | Comparing the domestic and foreign studies related to critical thinking | Scanning the domestic and foreign resources related to the topic | Öğretim Yöntemleri: Bireysel Çalışma, Tartışma |
| 14 | Getting feedback from the students about the outcomes of the course | Preparing open ended questions related to the topic | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 15 | General evaluation | Review of the course | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 16 | Term Exams | Preparation for the exam | Ölçme Yöntemleri: Ödev, Portfolyo |
| 17 | Term Exams | Preparation for the exam | Ölçme Yöntemleri: Portfolyo, Ödev |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 157 | ||
| Total Workload / 25 (h) | 6,28 | ||
| ECTS | 6 ECTS | ||