Information Package / Course Catalogue
| Course Code | : REKB262 |
| Course Type | : Area Elective |
| Couse Group | : First Cycle (Bachelor's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 2 |
| Prt. | : 0 |
| Credit | : 2 |
| Lab | : 0 |
| ECTS | : 4 |
The aim of this course is to develop students’ critical and analytical thinking skills; to enable them to approach events, problems, and information from a multidimensional, questioning, and solution-oriented perspective; to make logical and coherent inferences and evaluate arguments, thereby equipping them with the competencies of effective decision-making, problem-solving, and creative thinking in professional practices within the field of recreation.
Definition of Critical and Analytical Thinking; Basic concepts and principles of critical and analytical thinking; Importance and characteristics of critical and analytical thinking; Basic processes in critical and analytical thinking; Critical and analytical thinking skills; differences between critical thinking and analytical thinking; factors affecting thought; language and logic in critical thinking, logic errors in critical thinking: tautologies, inferences, proofs; language errors in critical thinking and critical thinking studies and analysis on some philosophical texts.
| Lec. Rukiye AYDOĞAN |
| 1. | Explains the basic concepts of critical and analytical thinking and defines thinking processes. |
| 2. | Discuss the factors affecting critical and analytical thinking. |
| 3. | Questions information, arguments and ideas; distinguishes between biases and logical fallacies. |
| 4. | Evaluates different perspectives and makes logical inferences when producing solutions to complex problems. |
| 5. | Questions his/her own thought structure and gains cognitive awareness to improve his/her thinking skills. |
| 6. | By approaching the problems encountered in professional practices in the field of recreation with critical and analytical thinking skills, they can develop logical, consistent and creative solutions. |
| 1. | Ahmet Kurnaz, Eleştirel Düşünme Öğretimi Etkinlikleri Planlama - Uygulama ve Değerlendirme, Eğitim Kitabevi, 2013. |
| 2. | Nosich, M. N. (2012). Eleştirel düşünme ve disiplinlerarası eleştirel düşünme rehberi (. Aybek, Çev.). Ankara: Anı. |
| 3. | Ruggiero, V. R. (2017). Eleştirel Düşünme İçin Bir Rehber. İstanbul: Alfa. |
| 4. | Yılmaz, K. (2021). Eleştirel ve Analitik Düşünme. Ankara: Pegem. |
| 5. | Memiş, E., & Kaçar, A. (2021). Eeleştirel ve Analitik Düşünme. Ankara: Pegem Akademi Yayınevi. |
| 6. | Şenşekerci, E., & Bilgin, A. (2008). Eleştirel düşünme ve öğretimi. Uludağ Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, 9(14), 15-43. |
| 7. | Kestel, M., & Şahin, M. (2018). Eğitimde eleştirel düşünme. Eğitim ve Öğretim Araştırmaları Dergisi, 7(3), 40-49. |
| Type of Assessment | Count | Percent |
|---|---|---|
| Midterm Examination | 1 | %40 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 13 | 2 | 2 | 52 |
| Individual Work | 4 | 4 | 4 | 32 |
| Midterm Examination | 1 | 4 | 3 | 7 |
| Final Examination | 1 | 4 | 3 | 7 |
| TOTAL WORKLOAD (hours) | 98 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | PÇ-11 | PÇ-12 | PÇ-13 | PÇ-14 | PÇ-15 | PÇ-16 | |
OÇ-1 | 5 | 5 | 5 | 5 | ||||||||||||
OÇ-2 | 5 | 5 | 5 | 5 | 5 | |||||||||||
OÇ-3 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | 5 | 4 | 5 | 4 | 4 | 5 | 5 | |
OÇ-4 | 4 | 4 | 4 | 5 | 4 | 4 | 4 | 4 | 5 | 4 | 4 | 5 | 5 | 4 | ||
OÇ-5 | 5 | 4 | 5 | 5 | 5 | 4 | 4 | 3 | 4 | 5 | 4 | 5 | 5 | 5 | 5 | 5 |
OÇ-6 | 4 | 4 | 5 | 5 | 4 | 5 | 4 | 5 | 5 | |||||||