ECTS - Introduction to Critical Thinking
Introduction to Critical Thinking (HUM323) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Introduction to Critical Thinking | HUM323 | 3 | 0 | 0 | 3 | 4 |
| Pre-requisite Course(s) |
|---|
| none |
| Course Language | English |
|---|---|
| Course Type | N/A |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Question and Answer. |
| Course Lecturer(s) |
|
| Course Objectives | The course aims at introducing the central concepts of critical thinking to students, teaching them how to analyse ideas, arguments, hypotheses, and types of reasonings, as well as detecting the types of fallacies. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Examining and discussing the themes of critical thinking, such as writing and thinking clearly, learning and analysing the types of reasonings and arguments, making rational decisions, learning the types of fallacies; also, exercises to make these topics more understandable. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Introduction to the topic. | An Introduction to Critical Thinking and Creativity: Think More, Think Better, pp. 1-9. Critical Thinking: A Concise Guide, pp. 1-20. Critical Thinking: An Appeal to Reason, pp. 3-26. |
| 2 | Thinking and Writing Clearly. Definitions. | An Introduction to Critical Thinking and Creativity: Think More, Think Better, pp. 11-31. Critical Thinking: A Concise Guide, pp. 168-215. Critical Thinking: An Appeal to Reason, pp. 27-54. |
| 3 | Necessary and Sufficient Conditions. Linguistic Pitfalls. | An Introduction to Critical Thinking and Creativity: Think More, Think Better, pp. 33-52. Critical Thinking: A Concise Guide, pp. 108-142. Critical Thinking: An Appeal to Reason, pp. 55-72. |
| 4 | Truth. Basic Logic. | An Introduction to Critical Thinking and Creativity: Think More, Think Better, pp. 53-67. Critical Thinking: A Concise Guide, pp. 216-240. Critical Thinking: An Appeal to Reason, pp. 73-88. |
| 5 | Identifying Arguments. Valid and Sound Arguments. | An Introduction to Critical Thinking and Creativity: Think More, Think Better, pp. 69-85. Critical Thinking: A Concise Guide, pp. 21-61. Critical Thinking: An Appeal to Reason, pp. 89-105. |
| 6 | Inductive Reasoning. Argument Mapping. | An Introduction to Critical Thinking and Creativity: Think More, Think Better, pp. 87-105. Critical Thinking: A Concise Guide, pp. 61-80. Critical Thinking: An Appeal to Reason, pp. 105-117. |
| 7 | Mid Term | The questions prepared by the course instructor. |
| 8 | Argument Analysis. Scientific Reasoning. | An Introduction to Critical Thinking and Creativity: Think More, Think Better, pp. 107-124. Critical Thinking: A Concise Guide, pp. 81-107. Critical Thinking: An Appeal to Reason, pp. 118-144. |
| 9 | Mill’s Methods. Reasoning About Causation. | An Introduction to Critical Thinking and Creativity: Think More, Think Better, pp. 125-140. Critical Thinking: A Concise Guide, pp. 241-282. Critical Thinking: An Appeal |
| 10 | Diagrams of Causal Processes. Statistics and Probability. | An Introduction to Critical Thinking and Creativity: Think More, Think Better, pp. 141-157. Critical Thinking: A Concise Guide, pp. 283-321. Critical Thinking: An Appeal to Reason, pp. 169-184. |
| 11 | Thinking About Values. Fallacies. | An Introduction to Critical Thinking and Creativity: Think More, Think Better, pp. 159-184. Critical Thinking: A Concise Guide, pp. 143-167. Critical Thinking: An Appeal to Reason, pp. 202-227. |
| 12 | Cognitive Biases. Analogical Reasoning. | An Introduction to Critical Thinking and Creativity: Think More, Think Better, pp. 185-199. Critical Thinking: A Concise Guide, pp. 322-334. Critical Thinking: An Appeal to Reason, pp. 228-241. |
| 13 | Making Rational Decisions. What Is Creativity? | An Introduction to Critical Thinking and Creativity: Think More, Think Better, pp. 201-221. Critical Thinking: A Concise Guide, pp. 335-368. Critical Thinking: An Appeal to Reason, pp. 185-201. |
| 14 | Creative Thinking Habits. | An Introduction to Critical Thinking and Creativity: Think More, Think Better, pp. 223-231. Critical Thinking: A Concise Guide, pp. 369-432. Critical Thinking: An Appeal to Reason, pp. 242-265. |
| 15 | Review. | |
| 16 | Final Exam | The questions prepared by the course instructor. |
Sources
| Course Book | 1. Joe Y. F. Lau, An Introduction to Critical Thinking and Creativity: Think More, Think Better [Eleştirel Düşünmeye ve Yaratıcılığa Giriş: Daha Fazla Düşün, Daha İyi Düşün], New Jersey: Wiley, 2011. |
|---|---|
| 2. Tracy Bowell, Gary Kemp, Critical Thinking: A Concise Guide [Eleştirel Düşünme: Kısa Bir Rehber], London: Routledge, 2010. | |
| 3. Peg Tittle, Critical Thinking: An Appeal to Reason [Eleştirel Düşünme: Akla Yapılan Bir Çağrı], London: Routledge, 2011. |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 40 |
| Final Exam/Final Jury | 1 | 60 |
| Toplam | 2 | 100 |
| Percentage of Semester Work | |
|---|---|
| Percentage of Final Work | 100 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Develop the capability of using theoretical and practical knowledge acquired during nutrition and dietetic education for individuals and public for health promotion, prevention of the diseases and treatment of the diseases when necessary. | |||||
| 2 | Can reach evidence-based knowledge in nutrition and dietetics by searching available journals and books published then using all computer programs assess this knowledge, interpret and share. | |||||
| 3 | Develop strategical plans and programs for solving nutrition-based health problems at individual and community level, by considering professional and ethical values. | |||||
| 4 | Can analyze food consumptions of individuals and create diet plans by taking into consideration of their age, gender, socio-cultural, economical, biochemical and personal characteristics then can give necessary education to them. | |||||
| 5 | Can identify all the nutrients and chemical substances that foods contain and help individuals how and what kind of foods to be chosen for their health and/or disease conditions. | |||||
| 6 | Can conduct their work independently with the help of the information gained, take individual responsibility to solve problems in practice, and collaborate with other members of the health team. | |||||
| 7 | Can explain all reduction or loss of nutrients may happen during food preparation and cooking both home or institutional settings. | |||||
| 8 | Can make all necessary dietary adjustments where special nutrition is required. | |||||
| 9 | Can compare and discuss nutrition policies and food legislation both in the country and world experiences levels. | |||||
| 10 | Can develop and organize training programs to provide adequate, balanced and healthy nutrition for individuals and groups, and can effectively use the communication and education methods and materials required for the sessions. | |||||
| 11 | Can evaluate individual and cultural differences by having knowledge and practices of the traditions and cultures of the countries. | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 3 | 42 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 4 | 4 |
| Prepration of Final Exams/Final Jury | 1 | 6 | 6 |
| Total Workload | 100 | ||