| CHILD DEVELOPMENT (TURKISH) | |||||
| Associate | TR-NQF-HE: Level 5 | QF-EHEA: Short Cycle | EQF-LLL: Level 5 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GEP1502 | Great Discoveries and Inventions in the History of Science | Spring | 3 | 0 | 3 | 4 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | Tr |
| Type of course: | GE-Elective |
| Course Level: | Associate |
| Mode of Delivery: | E-Learning |
| Course Coordinator : | Assoc. Prof. DERYA TARBUCK |
| 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) | Introduction: Guiding Themes | Coursebook | |
| 2) | Tools and Toolmakers | coursebook | |
| 3) | Pharoes and Engineers | coursebook | |
| 4) | Greek Science | coursebook | |
| 5) | Alexandria and Science in the East, Islamic Contribution to Science | coursebook | |
| 6) | Science in China and India | coursebook | |
| 7) | Science in the New World | coursebook | |
| 8) | Midterm Week | ||
| 9) | Copernicus and Galileo | coursebook | |
| 10) | Isaac Newton | coursebook | |
| 11) | Industrial Revolution | coursebook | |
| 12) | Legacy of the Revolution | coursebook | |
| 13) | New Aristotelians | coursebook | |
| 14) | The Bomb and the Genome | coursebook | |
| Course Notes: | 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 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 10 | % 35 |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | 1 | % 60 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| 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 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 13 | 3 | 39 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 10 | 3 | 30 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| 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 be able to fulfill the professional requirements of the profession in the field of child development and education and to have knowledge of ethical principles and rules | 1 |
| 2) | Paying attention to children about proper and good usage of Turkish language. | 1 |
| 3) | To be able to monitor the development of typically developing children and prepare activities that support their development. | 1 |
| 4) | To have knowledge and skills on communicating effectively with children and strengthening families' communication skills. | 1 |
| 5) | Apply and practice drama,play and music activities | 1 |
| 6) | Use of basic theoretical and practical knowledge, basic computer programs and related technologies in the field of Child Development | 1 |
| 7) | To be able to monitor the development of children with special needs, plan and implement activities to support their development | 1 |
| 8) | To have knowledge and training skills regarding safe and conscious media use of children and families | 1 |
| 9) | To plan and carry out all activities (Turkish, music, drama, art, games, movement, science, mathematics, trips, tool and material development) carried out in pre-school education institutions within a daily, weekly, monthly and annual flow | 1 |
| 10) | To have knowledge and practical skills regarding the branches of art (painting, literature, etc.) used to support children's development. | 1 |
| 11) | To have knowledge and skills in the field of child nutrition | 1 |
| 12) | To have knowledge and skills about child health and diseases and first aid intervention. | 1 |