DEPARTMENT OF INTERIOR ARCHITECTURE AND ENVIRONMENTAL DESIGN | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | 5010003011 | ||||||||
Ders İsmi: | Critical Thinking | ||||||||
Ders Yarıyılı: | Fall | ||||||||
Ders Kredileri: |
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Language of instruction: | TR | ||||||||
Ders Koşulu: | |||||||||
Ders İş Deneyimini Gerektiriyor mu?: | No | ||||||||
Type of course: | Üniversite Seçmeli | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Öğr.Gör. Erkan KOLAT | ||||||||
Course Lecturer(s): |
Prof. Dr. Kafiye EROĞLU |
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Course Assistants: |
Course Objectives: | In this course, it is aimed for the student to understand the importance of critical thinking in individual and professional life and to gain knowledge and skills regarding critical thinking in daily life and in making professional decisions. |
Course Content: | Thinking, critical thinking and critical thinking skills, Critical thinking process, problem solving skills, decision making, prioritization and time management, communication and evidence. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Introduction to the course and explanation of the program Creating groups Measuring students' critical thinking skill tendencies | |
1) | Introdicing the course and what is Thinking | |
2) | Philosophical and scientific thinking | Reading-research |
2) | Thinking Ways of Thinking Thinking process thinking skills | |
3) | Definition and importance of critical thinking Critical thinking tendencies and dimensions Intellectual standards in the critical thinking process | |
3) | Analytical Thinking | Reading-research |
4) | Critical thinking process Factors affecting critical thinking Critical Thinking Process: Case Example | |
4) | Dialectic, interpretation | Reading and research |
5) | Induction, deduction and inference | Reading-research |
5) | Critical thinking skills Using critical skills: Sample article analysis | |
6) | Problem solving skills Problem solving process Exercise -scenario | |
6) | Analytical reasoning | Reading-research |
7) | Reasoning Process | Reading-research |
7) | Midterm Exam | |
8) | Midterm exam | |
8) | Communication Communication Process Communication events Exercise- scenario | |
9) | Claims in logic and their relationships | Reading-research |
9) | Group presentations -Critical Thinking Activity I Article 1, Movie 1 | |
10) | Effective reasoning | Reading-research |
10) | Evidence Evidence-based practice Exercise – scenario | |
11) | Effective rasoning II | reading-research |
11) | Group presentations - Critical Thinking Activity II Free 1, Movie 2 | |
12) | Group presentation - Critical Thinking Activity III Article 2, Book 1 | |
12) | Reasoning and Analysis | Reading-research |
13) | Group Presentation - Critical Thinking Activity IV Book 2, Free 2 | |
13) | Planning and Creating Reasoning | Reading-research |
14) | Group Presentation - Critical Thinking Activity V Movie 3, Free 3 Closing and Evaluation of the Lesson | |
14) | Structuring thinking | Reading-research- |
15) | Narrating-expressing Thinkings | Reading-research |
16) | Final exam |
Course Notes / Textbooks: | 1- Allen Matthew, Smart thinking, Oxford Univ Press, Oxford and New York, 2004. 2- Paul Richard, Elder Linda, Kritik Düşünce, Çev Ed. A. Esra Aslan- Gamze Sert, Nobel Akademik Yayıncılık, 2013. |
References: | 1- Allen Matthew, Smart thinking, Oxford Univ Press, Oxford and New York, 2004. 2- Paul Richard, Elder Linda, Kritik Düşünce, Çev Ed. A. Esra Aslan- Gamze Sert, Nobel Akademik Yayıncılık, 2013. 3.M. Gare Rubenfeld, Barbara Scheffer. Critical Thinking TACTICS for Nurses 3. Baskı, Jones&Bartlett Learning, 2014, ISBN: 1284066096, 9781284066098 https://books.google.com.tr/books?id=n9qCAwAAQBAJ&dq=critical%20thinking%20nursing&hl=tr&source=gbs_book_other_versions 4. Judith M. Wilkonson. Nursing Process and Critical Thinking, 5. Baskı, Pearson Education, 2011, ISBN: 0132181622, 9780132181624 https://books.google.com.tr/books?id=C7qYcQAACAAJ&dq=critical%20thinking%20nursing&hl=tr&source=gbs_book_other_versions 5. Eileen Gambrill. Critical Thinking in Clinical Practice, John Wiley&Sons, 2012 ISBN: 0470904380, 9780470904381 https://books.google.com.tr/books?id=NsuHtwciwQwC&dq=critical+thinking&hl=tr&source=gbs_navlinks_s |
Ders Öğrenme Kazanımları | 1 |
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2 |
2 |
3 |
4 |
4 |
3 |
5 |
5 |
6 |
9 |
6 |
7 |
8 |
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Program Outcomes | |||||||||||||||
1) Have theoretical, design and technical knowledge to fulfill the requirements of the profession in the field of Interior Architecture and Environmental Design in the field of design, and can use the acquired knowledge in academic and applied fields with theoretical-factual, cognitive-applied dimensions. | |||||||||||||||
2) Within the scope of the duties and responsibilities that the profession can undertake, it determines the needs related to national and international sensitivity in environmental, economic and social fields and can bring solutions to problems. | |||||||||||||||
3) She/He can create creative and contemporary designs with an aesthetic approach that considers human-environment interaction in the built environments it creates within the scope of user needs, and presents its designs visually, verbally and in writing through different communication channels. | |||||||||||||||
4) She/He can follow the stages of the designs he has developed based on theory and design knowledge, make analyzes about production during the design process, and use his theoretical knowledge for management and construction in the field of application. | |||||||||||||||
5) Can access current discussions and developments in the field of design by using different technological tools, and can apply innovative and creative ideas obtained from various information sources in the field of current trends and new technologies. | |||||||||||||||
6) Can interpret, analyze and apply the knowledge, thoughts and approaches acquired by evaluating national and international standards and regulations within the scope of user needs. | |||||||||||||||
7) She/He can evaluate multidisciplinary collaborations in his field, work as a team in the design and production stages, and lead the teams he creates. | |||||||||||||||
8) She/He knows his responsibilities in professional, social and social matters according to changing conditions within the needs of the user, and can develop alternative solutions by taking the initiative in public and community service issues. | |||||||||||||||
9) Knows the legal responsibilities of Interior Architecture and Environmental Design, develops the skills of continuous renewal within the principle of lifelong learning, can have the necessary information about current professional duties and responsibilities by maintaining communication with professional organizations. | |||||||||||||||
10) She/He can have visual, verbal and written communication skills academically, understand the importance of special research topics related to his field and share his critical thinking developed within the context of contemporary Interior Architecture and Environmental Design on local and national platforms. | |||||||||||||||
11) They can express their designs created with their knowledge and skills by using effective representation methods, and have the ability to make visual and written presentations by using various information tools at an advanced level. | |||||||||||||||
12) She/He is aware of the social, environmental, national and universal effects of Interior Architecture and Environmental Design practices, knows the importance of the health and safety of users and employees within the ethical values of the profession. | |||||||||||||||
13) In the Interior Architecture and Environmental Design profession, she/he has personal awareness in maintaining local characteristics, respectful to national and international social and cultural values with which she/he is in contact, and having the necessary awareness in the preservation and transfer of cultural heritage. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Have theoretical, design and technical knowledge to fulfill the requirements of the profession in the field of Interior Architecture and Environmental Design in the field of design, and can use the acquired knowledge in academic and applied fields with theoretical-factual, cognitive-applied dimensions. | 1 |
2) | Within the scope of the duties and responsibilities that the profession can undertake, it determines the needs related to national and international sensitivity in environmental, economic and social fields and can bring solutions to problems. | 1 |
3) | She/He can create creative and contemporary designs with an aesthetic approach that considers human-environment interaction in the built environments it creates within the scope of user needs, and presents its designs visually, verbally and in writing through different communication channels. | 1 |
4) | She/He can follow the stages of the designs he has developed based on theory and design knowledge, make analyzes about production during the design process, and use his theoretical knowledge for management and construction in the field of application. | 1 |
5) | Can access current discussions and developments in the field of design by using different technological tools, and can apply innovative and creative ideas obtained from various information sources in the field of current trends and new technologies. | 1 |
6) | Can interpret, analyze and apply the knowledge, thoughts and approaches acquired by evaluating national and international standards and regulations within the scope of user needs. | 1 |
7) | She/He can evaluate multidisciplinary collaborations in his field, work as a team in the design and production stages, and lead the teams he creates. | 1 |
8) | She/He knows his responsibilities in professional, social and social matters according to changing conditions within the needs of the user, and can develop alternative solutions by taking the initiative in public and community service issues. | 1 |
9) | Knows the legal responsibilities of Interior Architecture and Environmental Design, develops the skills of continuous renewal within the principle of lifelong learning, can have the necessary information about current professional duties and responsibilities by maintaining communication with professional organizations. | 1 |
10) | She/He can have visual, verbal and written communication skills academically, understand the importance of special research topics related to his field and share his critical thinking developed within the context of contemporary Interior Architecture and Environmental Design on local and national platforms. | 1 |
11) | They can express their designs created with their knowledge and skills by using effective representation methods, and have the ability to make visual and written presentations by using various information tools at an advanced level. | 1 |
12) | She/He is aware of the social, environmental, national and universal effects of Interior Architecture and Environmental Design practices, knows the importance of the health and safety of users and employees within the ethical values of the profession. | 1 |
13) | In the Interior Architecture and Environmental Design profession, she/he has personal awareness in maintaining local characteristics, respectful to national and international social and cultural values with which she/he is in contact, and having the necessary awareness in the preservation and transfer of cultural heritage. | 1 |
Anlatım | |
Beyin fırtınası /Altı şapka | |
Bireysel çalışma ve ödevi | |
Grup çalışması ve ödevi | |
Okuma | |
Problem Çözme | |
Rapor Yazma | |
Soru cevap/ Tartışma | |
Örnek olay çalışması |
Yazılı Sınav (Açık uçlu sorular, çoktan seçmeli, doğru yanlış, eşleştirme, boşluk doldurma, sıralama) | |
Sunum | |
Raporlama |
Semester Requirements | Number of Activities | Level of Contribution |
Midterms | 1 | % 40 |
Semester Final Exam | 1 | % 60 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 15 | 2 | 30 |
Study Hours Out of Class | 15 | 2 | 30 |
Midterms | 1 | 14 | 14 |
Final | 1 | 16 | 16 |
Total Workload | 90 |