Nutrition and Dietetics
Course Details
KTO KARATAY UNIVERSITY
Faculty of Health Sciences
Programme of Nutrition and Dietetics
Course Details
Faculty of Health Sciences
Programme of Nutrition and Dietetics
Course Details
| Course Code | Course Name | Year | Period | Semester | T+A+L | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| 02131033 | Critical Thinking Strategies | 2 | Autumn | 3 | 2+0+0 | 5 | 5 |
| Course Type | Elective |
| Course Cycle | Bachelor's (First Cycle) (TQF-HE: Level 6 / QF-EHEA: Level 1 / EQF-LLL: Level 6) |
| Course Language | Turkish |
| Methods and Techniques | Presentation, question and answer, discussion and evaluation. |
| Mode of Delivery | Face to Face |
| Prerequisites | . |
| Coordinator | - |
| Instructor(s) | Prof. Hüsamettin ERDEM |
| Instructor Assistant(s) | - |
Course Instructor(s)
| Name and Surname | Room | E-Mail Address | Internal | Meeting Hours |
|---|---|---|---|---|
| Prof. Hüsamettin ERDEM | - | [email protected] |
Course Content
What critical thinking is, its characteristics, benefits, types of critical thinking, application areas, differences with non-critical thinking, what stage of critical thinking we are at as a thinker, what qualities we need to have in order to be a good thinker, critical analysis of articles and writings, etc.
Objectives of the Course
The main aim of the course is to provide a general overview of the concept of critical thinking and to help the student use these skills in business life.
Contribution of the Course to Field Teaching
| Basic Vocational Courses | |
| Specialization / Field Courses | |
| Support Courses | X |
| Transferable Skills Courses | X |
| Humanities, Communication and Management Skills Courses | X |
Relationships between Course Learning Outcomes and Program Outcomes
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Program Learning Outcomes | Level |
|---|---|---|
| P5 | To have taken at least two out-of-field courses in their education programmes | 3 |
| P8 | Awareness of lifelong learning, access to information, ability to follow developments in science and technology and continuous self-renewal | 4 |
| P12 | At least two out-of-field courses that contribute to the general culture of the individual to be able to express by making a connection between different courses | 5 |
Course Learning Outcomes
| Upon the successful completion of this course, students will be able to: | |||
|---|---|---|---|
| No | Learning Outcomes | Outcome Relationship | Measurement Method ** |
| O1 | Assimilating knowledge outside the field | P.5.2 | 1 |
| O2 | Ability to group the acquired knowledge | P.5.4 | 1 |
| O3 | To know which sources and methods to access current information in the field | P.8.1 | 1 |
| O4 | Interpretation of research results and comparison with current literature | P.8.5 | 1 |
| O5 | To be able to find the difference between different disciplines | P.12.1 | 1 |
| O6 | To be able to interpret the concept of lifelong learning | P.12.2 | 1 |
| O7 | To be able to explain the issues related to lifelong learning | P.12.5 | 1 |
| O8 | To be able to design innovative applications of current approaches | P.12.6 | 1 |
| ** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7 | |||
Weekly Detailed Course Contents
| Week | Topics |
|---|---|
| 1 | Thinking and Critical Thinking |
| 2 | Basic Concepts of Critical Thinking |
| 3 | Critical Thinking Points |
| 4 | Critical Thinking Processes and Features |
| 5 | Problem Solving Through Critical Thinking |
| 6 | The place and importance of Critical Thinking in Individual Life |
| 7 | Midterm |
| 8 | The Place and Priority of Critical Thinking in Professional Life |
| 9 | Areas where Critical Thinking is applied. |
| 10 | Analyzing an article, book or writing in terms of critical thinking, |
| 11 | Critical Listening |
| 12 | Stages of critical thinking and the challenged thinker. |
| 13 | Think novice through the stages of Critical Thinking. |
| 14 | Thinker practicing to become a good thinker and his/her characteristics, etc. |
Textbook or Material
| Resources | 2. Şahinel S. Critical Thinking. Pegem A Publishing, Ankara, 2002. |
| Richard PAUL- Linda ELDER, Critical Thinking, Ankara: Nobel Publications, 2016 | |
| 1. Richard PAUL- Linda ELDER, Critical Thinking, Nobel Publications, Ankara. | |
| 3. Tracy BOVWELL-Gary KEMP, Eleştirel Düşünme Kılavuzu, Çeviren: Bilge Tanrıseven, TÜBİTAK Yayınları, Ankara |
Evaluation Method and Passing Criteria
| In-Term Studies | Quantity | Percentage |
|---|---|---|
| Attendance | 14 | 6 (%) |
| Practice | - | - |
| Course Specific Internship (If Any) | - | - |
| Homework | 1 | 6 (%) |
| Presentation | - | - |
| Projects | - | - |
| Seminar | - | - |
| Listening | - | - |
| Midterms | 1 | 40 (%) |
| Final Exam | 1 | 48 (%) |
| Total | 100 (%) | |
ECTS / Working Load Table
| Quantity | Duration | Total Work Load | |
|---|---|---|---|
| Course Week Number and Time | 14 | 5 | 70 |
| Out-of-Class Study Time (Pre-study, Library, Reinforcement) | 1 | 5 | 5 |
| Midterms | 1 | 25 | 25 |
| Quiz | 0 | 0 | 0 |
| Homework | 1 | 25 | 25 |
| Practice | 0 | 0 | 0 |
| Laboratory | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Workshop | 0 | 0 | 0 |
| Presentation/Seminar Preparation | 0 | 0 | 0 |
| Fieldwork | 0 | 0 | 0 |
| Final Exam | 1 | 25 | 25 |
| Other | 0 | 0 | 0 |
| Total Work Load: | 150 | ||
| Total Work Load / 30 | 5 | ||
| Course ECTS Credits: | 5 | ||
Course - Learning Outcomes Matrix
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Learning Outcomes | P5 | P8 | P12 |
|---|---|---|---|---|
| O1 | Assimilating knowledge outside the field | 4 | - | - |
| O2 | Ability to group the acquired knowledge | 3 | - | - |
| O3 | To know which sources and methods to access current information in the field | - | 3 | - |
| O4 | Interpretation of research results and comparison with current literature | - | 2 | - |
| O5 | To be able to find the difference between different disciplines | - | - | 3 |
| O6 | To be able to interpret the concept of lifelong learning | - | - | 4 |
| O7 | To be able to explain the issues related to lifelong learning | - | - | 4 |
| O8 | To be able to design innovative applications of current approaches | - | - | 5 |