Development of Thinking Skills

Course Code:

EDEM 325

Course Period:

Autumn

Course Type:

Core

P:

3

Credits:

3

ECTS:

7

Course Language:

İngilizce

Course Objectives:

This course introduces the use of critical thinking skills. The emphasis will be placed on critical reading, writing, reflection, and problem solving, Upon completion, students should be able to demonstrate orally and in writing the use of critical thinking skills while analyzing the given texts and books.

Course Content:

Thinking skills and developing thinking skills. Drawing deductively valid conclusions. Critical thinking skills. Critical Thinking and Turkish Education System. Critical Thinking and Mathematical Modelling. Critical Mathematics Education.

Course Methodology:

1. Lecture 2. Case study 3. Discussion 4. Demonstration 5. Group work 6. Microteaching 7. Problem solving

Course Evaluation Methods:

A. Supply type B. Multiple-choice test C. Incomplete D. True-False E. Oral exam F. Portfolio G. Performance type H. Report

Vertical Tabs

Course Learning Outcomes

Learning Outcomes	Program Outcomes	Teaching Methods	Assessment Methods
1) Explains her/his ideas about critical thinking	4, 7	1, 3, 7	A
2) Explains the fundamental concepts related to critical thinking skills.	7	1, 3, 7	A, F
3) Explains the critical thinking processes.	4	1, 3, 5, 7	A
4) Uses critical thinking skills to solve problems.	4, 5	1, 3	A, F, G
5) Develops better problem solving and critical thinking skills in the context of mathematics education.	5, 7	3, 5, 6	E, G, F
6) Comprehend fundamental concepts of critical mathematics education	4	1, 3	A

Course Flow

Week 1	Introduction of the course
Week 2	Chapter 1-Thinking: An Introduction Modelling Activity 1: Hırsız Kim?
Week 3	Chapter 3-The relationship between thought and language Radical Constructivism and Social Constructivism
Week 4	Chapter 4-Reasoning: Drawing deductively valid conclusions
Week 5	Chapter 5- Analyzing Arguments
Week 6	Chapter 6- Thinking as Hypothesis Chapter 8- Decision Making
Week 7	Critical Thinking and Turkish Education System (ERG Report)
Week 8	Midterm I
Week 9	From Critical Thinking to Critical Pedagogy
Week 10	Critical Mathematics Education
Week 11	Critical Thinking and Mathematical Modelling
Week 12	Mathematical Modelling for Critical Pedagogy
Week 13	Presentations
Week 14	Presentations
Week 15	Reflections about Courses

Recommended Sources

Halpern, D. (1997). Critical Thinking Across the Curriculum. A brief edition of thought and knowledge. Lawrence Erlbaum Associates. (Or Halpern, D. (2003). Thought and knowledge: An Introduction to Critical Thinking. Lawrence Erlbaum Associates)

Erbaş, A.K., Çetinkaya, B., Alacacı, C., Çakıroğlu, E. (2016). Günlük Hayattan Modelleme Soruları. Ankara: TÜBA.

Lecture notes will be provided on YULEARN.

Material Sharing

COURSE MATERIALS
Documents	Lecturer's notes in YULEARN system
Assignments	Assignments will be shared in YULEARN system.
Exams	Midterm and Final

Assessment

Items	Points
Participation and Reflection Papers	10
Midterm	25
Presentation	25
Final	40
Total	100

Course’s Contribution to Program

No	Program outcomes	Level of contribution
No	Program outcomes	1	2	3	4	5
1	Knows historical, cultural and scientific developments of the mathematical and geometrical concepts covered in elementary school mathematics curriculum.		X
2	Applies fundamental mathematical and geometric concepts into other disciplines and real life situations.			X
3	Applies mathematical processes (e.g. problem solving, proving theorems, etc.) into given cases accurately.				X
4	Plans for teaching mathematics in line with the elementary school mathematics curriculum’s vision, philosophy and goals.					X
5	Uses teaching strategies and techniques that are appropriate for students’ age, grade level, individual differences and readiness level.					X
6	Determines and applies appropriate strategies and materials to foster and evaluate students’ mathematical thinking skills.			X
7	Uses and develops appropriate resources and materials to teach mathematics.					X
8	Monitors students’ learning process, development and achievement and assesses them by using appropriate assessment tools.		X
9	Improves professional knowledge by following recent issues in mathematics education.			X
10	Contributes to the development of mathematics education by doing scientific research.	X

ECTS

ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION
*Activities*	*Quantity*	Duration (Hour)	*Total Workload (Hour)*
Course hours (including the exam week: 15 x total course)	15	3	45
Hours for off-the-classroom study (pre-study, practice)	15	5	75
Assignment	1	15	15
Midterm	1	20	20
Final	1	25	25
Total Workload			180
Total Workload / 25 (hours)			7,2
ECTS			7

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