| NUTRITION AND DIETETIC (ENGLISH) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GEP0502 | Great Discoveries and Inventions in the History of Science | Spring | 3 | 0 | 3 | 4 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | GE-Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | E-Learning |
| Course Coordinator : | Assoc. Prof. DERYA TARBUCK |
| Course Lecturer(s): |
Assoc. Prof. DERYA TARBUCK |
| Recommended Optional Program Components: | None |
| Course Objectives: | This course aims to understand how scientific knowledge is produced, changes, and affects social life through major discoveries and inventions that have occurred in different periods of scientific history. Important developments in many areas, from astronomy to medicine, from mathematics to physics and technological innovations, will be discussed in a time period extending from ancient times to the modern era. The main purpose of the course is to enable students to understand how scientific thought has evolved in a historical context and to provide a perspective that will enable them to critically evaluate the mutual relationship between science and society. It will be emphasized that inventions are not only the product of individual geniuses, but also structures shaped by the intellectual, cultural, and political conditions of the period. In this context, the course will provide students with conceptual tools to understand the historical development of scientific knowledge and will provide them with the ability to use this information in the evaluation process of scientific and technological developments in today's world. |
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The students who have succeeded in this course; At the end of this course, students are expected to: Identify and explain important scientific and technological discoveries from ancient times to the modern era, Grasp the historical, cultural and philosophical contexts in which these great discoveries emerged, Analyze the effects of scientific developments on society, politics, economy and the world of thought, Work critically with primary and secondary sources related to the history of science, Follow how scientific thought and practices evolved in different civilizations and periods, Evaluate individuals, institutions and knowledge networks that played a role in the development of science, Question the interrelationships between science, technology and society through historical and current examples, Develop historical thinking skills (such as establishing causality, creating chronology, interpreting evidence) |
| This course offers a comprehensive and global survey of the development of science and scientific thought across civilizations and time periods, highlighting the diverse cultural, philosophical, and technological contributions to human knowledge. Throughout the course, video lectures and lecture notes are provided each week; starting from the 5th week, weekly assignments are given to ensure that students understand the topics in depth. Teaching methods and techniques used in the course are: lecture, individual work, reading and use of digital resources. |
| Week | Subject | Related Preparation |
| 1) | PREHISTORY AND HISTORY VIDEOS AND LECTURE NOTES | |
| 2) | RIVER VALLEY CIVILIZATIONS VIDEOS AND LECTURE NOTES | |
| 3) | HELLENIC SCIENCE VIDEOS AND LECTURE NOTES | |
| 4) | HELLENISTIC SCIENCE VIDEOS AND LECTURE NOTES | |
| 5) | ISLAMIC CONTRIBUTION TO SCIENCE VIDEOS AND LECTURE NOTES WEEKLY ASSIGNMENT | |
| 6) | CHINA’S CONTRIBUTION TO SCIENCE AND TECHNOLOGY VIDEOS AND LECTURE NOTES WEEKLY ASSIGNMENT | |
| 7) | INDUS RIVER VALLEY CIVILIZATION AND SCIENCE VIDEOS AND LECTURE NOTES MESOAMERICAN CIVILIZATIONS AND SCIENCE VIDEOS AND LECTURE NOTES WEEKLY ASSIGNMENT | |
| 8) | MIDTERM WEEK | |
| 9) | EUROPE AND SCIENCE VIDEOS AND LECTURE NOTES WEEKLY ASSIGNMENT | |
| 10) | COPERNICUS VIDEOS AND LECTURE NOTES WEEKLY ASSIGNMENT | |
| 11) | GALILEO VIDEOS AND LECTURE NOTES WEEKLY ASSIGNMENT | |
| 12) | NEWTON VIDEOS AND LECTURE NOTES WEEKLY ASSIGNMENT | |
| 13) | DARWIN VIDEOS AND LECTURE NOTES WEEKLY ASSIGNMENT | |
| 14) | EINSTEIN VIDEOS AND LECTURE NOTES WEEKLY ASSIGNMENT |
| Course Notes / Textbooks: | A. C. Crombie, Augustine to Galileo: The History of Science A.D. 400–1650 Peter Dear, Revolutionizing the Sciences: European Knowledge and Its Ambitions, 1500–1700 David Wootton, The Invention of Science: A New History of the Scientific Revolution Thomas Kuhn, The Structure of Scientific Revolutions Patricia Fara, Science: A Four Thousand Year History George Sarton, Introduction to the History of Science (seçmeler) Steven Shapin, The Scientific Revolution |
| References: | A. C. Crombie, Augustine to Galileo: The History of Science A.D. 400–1650 Peter Dear, Revolutionizing the Sciences: European Knowledge and Its Ambitions, 1500–1700 David Wootton, The Invention of Science: A New History of the Scientific Revolution Thomas Kuhn, The Structure of Scientific Revolutions Patricia Fara, Science: A Four Thousand Year History George Sarton, Introduction to the History of Science (seçmeler) Steven Shapin, The Scientific Revolution |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 5 |
| Homework Assignments | 10 | % 35 |
| Final | 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 | 13 | 3 | 39 |
| Study Hours Out of Class | 13 | 3 | 39 |
| Homework Assignments | 10 | 3 | 30 |
| Final | 1 | 2 | 2 |
| Total Workload | 110 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To use theoretic and methodological approach, evidence-based principles and scientific literature in Nutrition and Dietetics field systematically for practice. | 4 |
| 2) | To have theoretic and practical knowledge for individual's, family's and the community's health promotion and protection. | 3 |
| 3) | To assess nutritional status of risky groups in nutrition related problems (pregnant, babies, adolescences, elders, etc.) | 5 |
| 4) | To use healthcare, information technologies for Nutrition and Dietetic practice and research. | 4 |
| 5) | To communicate effectively with advisee, colleagues for effective professional relationships. | 4 |
| 6) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 5 |
| 7) | To use life-long learning, problem-solving and critical thinking skills. | 4 |
| 8) | To act in accordance with ethical principles and values in professional practice. | 3 |
| 9) | To take part in research, projects and activities within sense of social responsibility and interdisciplinary approach. | 3 |
| 10) | To be able to search for literature in health sciences databases and information sources to access to information and use the information effectively. | 4 |
| 11) | To take responsibility and participate in the processes actively for training of other dieticians, education of health professionals and individuals about nutrition. | 5 |
| 12) | To carry out dietetic practices considering cultural differences and different health needs of different groups in the community. | 4 |