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| Course Description |
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| Course Name |
: |
Basic Concepts and Principles in Teaching Thinking |
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| Course Code |
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EPÖ 717 |
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| Course Type |
: |
Optional |
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| Level of Course |
: |
Second Cycle |
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| Year of Study |
: |
1 |
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| Course Semester |
: |
Fall and Spring (16 Weeks) |
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| ECTS |
: |
6 |
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| Name of Lecturer(s) |
: |
Assoc.Prof.Dr. AHMET DOĞANAY
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| Learning Outcomes of the Course |
: |
Explains the necessity for thinking in learning-teaching process and society
Distinguishes the features of people thinking and not thinking carefully.
Explains the dimensions of thinking
Explains the properties of a suitable atmosphere for thinking and the role of this atmosphere in thinking.
Explains the factors preventing thinking
Explains how the brain functions during thinking.
Explains how cognitive awareness operates in learning process
Does activities that will actualize cognitive awareness of learners
Explains what critical thinking is
Does activities enhancing critical thinking skills of learners
Explains what creative thinking is
Does activities enhancing creative thinking skills
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
The main purpose of this course is to debate the dimensions of thinking, its importance in education and to comprehend new approaches. |
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| Course Contents |
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The course contains the concept of thinking, the necessity of thinking, the dimensions of thinking, metacognition, creative and critical thinking, micro thinking abilities, macro thinking processes and approaches in teaching thinking. |
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| Language of Instruction |
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Turkish |
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| Work Place |
: |
Classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
Need for thinking |
Review of related books, articles and dissertations |
Research and Examination, Discussion |
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2 |
Features of people thinking good and bad |
Review of related books, articles and dissertations |
Research and Examination, Discussion |
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3 |
Thinking enviroment |
Review of related books, articles and dissertations |
Research and Examination, Discussion |
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4 |
Concepts and dimensions of thinking |
Review of related books, articles and dissertations |
Research and Examination, Discussion |
|
5 |
The brain as the center of thinking |
Review of related books, articles and dissertations |
Research and Examination, Discussion |
|
6 |
Enviroment that supports thinking |
Review of related books, articles and dissertations |
Research and Examination, Discussion |
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7 |
Teacher and student behaviours for thinking-oriented teaching |
Review of related books, articles and dissertations |
Research and Examination, Discussion |
|
8 |
Midterm exam and submission of homework |
Preparation for the exam |
Written exam |
|
9 |
Approaches of teaching thinking and learning thinking |
Review of related books, articles and dissertations |
Research and Examination, Discussion |
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10 |
Skill-based and content-based approaches |
Review of related books, articles and dissertations |
Research and Examination, Discussion |
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11 |
Teaching critical thinking |
Review of related books, articles and dissertations. Homework 1 |
Research and Examination, Discussion |
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12 |
Teaching critical thinking |
Review of related books, articles and dissertations |
Research and Examination, Discussion |
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13 |
Teaching creative thinking |
Review of related books, articles and dissertations . Homework 2 |
Research and Examination, Discussion |
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14 |
Teaching metacognition skills |
Review of related books, articles and dissertations . Homework 3 |
Research and Examination, Discussion |
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15 |
General evaluation of the course |
Review of the course |
Discussion |
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16/17 |
Final exam and submission of homework |
Preparation for the final exam |
Written exam |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Özden, Y. (2000). Öğrenme ve öğretme. 4. Baskı. Ankara: PegemA Yayınları.
Caine, R. N. Ve Caine, G. (2002). Beyin temelli öğrenme. (Çev. Gülten Ülgen Edt.). Ankara: Nobel Yayınları.
Doğanay, A. (2007). Üst düzey düşünme becerilerinin öğretimi. A. Doğanay (Editör). Öğretim ilke ve yöntemleri (s.279-331). Ankara: PegemA Yayınları.
Doğanay, A.(2006). Etkin vatandaşlık için düşünme becerilerinin öğretimi. C. Öztürk (Edit.), hayat bilgisi ve sosyal bilgiler öğretimi: yapılandırmacı bir yaklaşım, .179-218. PegemA Yayınları, Ankara.
Doğanay, A. Ünal. F.(2007). Eleştirel düşünmenin öğretimi. Editör. A. Şimşek. İçerik türlerine dayalı öğretim. Ankara: Nobel Yayınları
Doğanay, A. (2000). Yaratıcı öğrenme. Editör A. Şimşek. Sınıfta demokrasi. Ankara: Eğitim Sen Yayınları.
Doğanay, A. Eleştirel ve yaratıcı düşünmeyi öğrenme ve öğretme. Yayınlanmamış makale
Doğanay, A. (1997). Ders dinleme sırasında bilişsel farkındalıkla ilgili stratejilerin kullanımı. Ç.Ü. Eğitim Fakültesi Dergisi, 2(15), 34-42.
Gürkaynak, İ.; Üstel, F. & Gülgöz, S. (2008). Eleştirel düşünme (3. Baskı). İstanbul: Eğitimde Reform Girişimi
İpşiroğlu, Z. (1989). Düşünmeyi öğrenme ve öğretme. İstanbul: Afa yayınları.
Fisher, R. (1990). Teaching children to think. United Kingdom: Stanley Thornes
Jensen, E. (2007). Beyin uyumlu öğrenme. Çev. A. Doğanay. Adana: Nobel Yayınevi
Kazancı, O. (1989). Eğitimde eleştirel düşünme ve öğretimi. Ankara: Kazancı kitap AŞ
Marzano, R.J.;Brandt,R.S.; Hughes, C.S.; Jones,B.F.; Rankin,S.C. and C. C. Suhor. (2005). Düşünmenin Boyutları: Program ve öğretim için bir çerçeve” (Çev. A. Doğanay ve Z. Kara), Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(11), 25-38.
Rawlinson, J. G. (1995). Yaratıcı düşünme ve beyin fırtınası. İstanbul: Rota Yayınları.
Şahinel, S. (2002). Eleştirel düşünme. Ankara: PegemA Yayınları.
Sungur, N. (2001). Yaratıcı okul düşünen sınıflar.İstanbul: Evrim Yayınları.
Üstündağ, T. (2002). Yaratıcılığa yolculuk. Ankara: PegemA Yayınları
Yıldırım, R. (1998). Yaratıcılık ve yenilik. İstanbul: Sistem Yayıncılık
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| Required Course Material(s) | |
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
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Mid-term Exams (Written, Oral, etc.) |
1 |
50 |
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Homeworks/Projects/Others |
2 |
50 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
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Final Assessments
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100 |
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Rate of Final Assessments to Success
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60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
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1 |
On the basis of the Educational Sciences BA degree qualificatons, improves his/her knowledge in the same field at the level of expertise.
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4 |
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2 |
Understands the multi-dimensional causes of a problem and evaluates the problem as a whole |
3 |
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3 |
Analyzes a scientific article in the field of educational sciences. |
2 |
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4 |
Uses the theoretical and practical knowledge s/he gained at the level of expertise in the field of educational sciences. |
3 |
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5 |
Uses and develops individual assessment techniques. |
3 |
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6 |
Guides the graduates of the field of educational sciencies within the framework of the knowledge and experiences that specialized training provides. |
3 |
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7 |
Gains knowledge and experience about the appliations which can make the field of expertise functional in educational field. |
4 |
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8 |
Makes prediction about the partner behaviors through the applications concerning the field of expertise. |
5 |
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9 |
Solves a problem in the context of educational sciences in a scientific perspective. |
5 |
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10 |
Integrates the theoretical knowledge within the scope of the field of educational sciences with the field of application. |
5 |
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11 |
Takes responsibility for solving the problems at the local and national level during the educational science-oriented applications.
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5 |
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12 |
Communicates effectively and properly with students, teachers, school administrators, and members of families and working group. |
5 |
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13 |
Has a good command of foreign language to be able to follow the foreign resources related to the field. |
2 |
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14 |
Informs his/her colleagues about the processes regarding the field of expertise and conclusions reached. |
2 |
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15 |
Uses the different statistical techniques and information and communication technologies that s/he needs in the field of expertise. |
2 |
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16 |
Provides the support of the institution employees to make the applications concerning educational sciences successful. |
3 |
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17 |
Develops internalized knowledge in the field of expertise and the related disciplines at the level of expertise. |
5 |
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18 |
Identifies the sources of the problems in the field of educational sciences and contributes to the solution of these problems. |
4 |
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19 |
Provides the cooperation of all partners in educational environment stating the necessity of the field of expertise. |
4 |
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20 |
Assesses the necessities which reveal through the applications related to the field of expertise in a critical way. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
|
Class Time (Exam weeks are excluded) |
14 |
3 |
42 |
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Out of Class Study (Preliminary Work, Practice) |
14 |
4 |
56 |
| Assesment Related Works |
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Homeworks, Projects, Others |
2 |
10 |
20 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
10 |
10 |
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Final Exam |
1 |
15 |
15 |
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Total Workload: | 143 |
| Total Workload / 25 (h): | 5.72 |
| ECTS Credit: | 6 |
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