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Week |
Subject |
Related Preparation |
1) |
Discussing the course, its functioning and requirements |
Yaratıcılık Gelişimi Ve Geliştirilmesi; Uğur SAK; Vize Yayıncılık |
2) |
Discussion of Creativity and Creative Thinking and Creative Thinking Abilities
Padlet Application |
Yaratıcılık Notlar, Yrd.Doç.Dr. Ayşin KAPLAN SAYI |
3) |
Discussion of Creativity and Creative Thinking and Creative Thinking Capabilities
Padlet Application |
Yaratıcılık Notlar, Yrd.Doç.Dr. Ayşin KAPLAN SAYI |
4) |
Discussion and comparison of theories of creativity |
Yaratıcılık Gelişimi Ve Geliştirilmesi; Uğur SAK; Vize Yayıncılık
Yaratıcılık Notlar, Yrd.Doç.Dr. Ayşin KAPLAN SAYI |
5) |
Discussion and comparison of theories of creativity |
Yaratıcılık Gelişimi Ve Geliştirilmesi; Uğur SAK; Vize Yayıncılık
Yaratıcılık Notlar, Yrd.Doç.Dr. Ayşin KAPLAN SAYI |
6) |
Discussion and comparison of theories of creativity |
Yaratıcılık Gelişimi Ve Geliştirilmesi; Uğur SAK; Vize Yayıncılık
Yaratıcılık Notlar, Yrd.Doç.Dr. Ayşin KAPLAN SAYI |
7) |
The Importance of Creativity
Some General Information about Creative Persons
Features of Creative Contacts
Creative Leaders
Promotion of Kahoot application |
Kırık Mum Boyalar, Dr. Robert Alan Black, Nobel Yayınları |
8) |
The Importance of Creativity
Some General Information about Creative Persons
Features of Creative Contacts
Creative Leaders
Promotion of Kahoot application |
Kırık Mum Boyalar, Dr. Robert Alan Black, Nobel Yayınları |
9) |
Engagement of Creative Thinking
Implementation of Mind Design Test
Mind Mapping in Mindmup Practice |
Kırık Mum Boyalar, Dr. Robert Alan Black, Nobel Yayınları |
10) |
199/5000
Development of Four Dimensions of Creative Thinking
Renzulli Markers Applications 4 Grain
Brainstorming technique and its application
Creating Brainstorming Creative Thinking Activities |
Kırık Mum Boyalar, Dr. Robert Alan Black, Nobel Yayınları
Renzulli Markers 1-2-3-4 |
11) |
Development of Four Dimensions of Creative Thinking
Renzulli Markers Applications
Sinectics Technique
Tondoo Application
Creation of Creative Thinking Activities Using the Sinectic Technique |
Kırık Mum Boyalar, Dr. Robert Alan Black, Nobel Yayınları
Renzulli Markers 1-2-3-4 |
12) |
Development of Four Dimensions of Creative Thinking
Renzulli Markers Applications
SCAMPER TECHNIQUE
Creation of Creative Thinking activities Using SCAMPER Technique |
Kırık Mum Boyalar, Dr. Robert Alan Black, Nobel Yayınları
Renzulli Markers 1-2-3-4 |
13) |
STAMPS
Forced Relations Technique
Creative Organizations Method
Attribute Listing Technique
Creating Creative Thinking Events Using the Attribute Listing Technique |
Kırık Mum Boyalar, Dr. Robert Alan Black, Nobel Yayınları
Renzulli Markers 1-2-3-4 |
14) |
Six Hats Thinking
Creating Creative Thinking activities by Using the Six Thinking Hats
Creative Problem Solving Technique
Creating Creative Thinking activities Using Creative Problem Solving Techniques
Feedbacks and Term Evaluation |
Kırık Mum Boyalar, Dr. Robert Alan Black, Nobel Yayınları
Yaratıcılık Notlar, Yrd.Doç.Dr. Ayşin KAPLAN SAYI
|
Course Notes: |
1-Sayı, A. (2013) Farklılaştırılmış Yabancı Dil Öğretiminin Üstün Zekalı Öğrencilerde Erişiye, Eleştirel Düşünmeye ve Yaratıcılığa Etkisi, Yayınlanmamış Doktora Tezi
2-Kırık Mum Boyalar, Dr. Robert Alan Black, Nobel Yayınları
3-Yaratıcılık Notlar, Yrd.Doç.Dr. Ayşin KAPLAN SAYI
4- Yaratıcılık Gelişimi Ve Geliştirilmesi; Uğur SAK; Vize Yayıncılık
|
References: |
1-Sayı, A. (2013) Farklılaştırılmış Yabancı Dil Öğretiminin Üstün Zekalı Öğrencilerde Erişiye, Eleştirel Düşünmeye ve Yaratıcılığa Etkisi, Yayınlanmamış Doktora Tezi
2-Kırık Mum Boyalar, Dr. Robert Alan Black, Nobel Yayınları
3-Yaratıcılık Notlar, Yrd.Doç.Dr. Ayşin KAPLAN SAYI
4- Yaratıcılık Gelişimi Ve Geliştirilmesi; Uğur SAK; Vize Yayıncılık |
|
Program Outcomes |
Level of Contribution |
1) |
Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications. |
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2) |
To be able to comprehend the interdisciplinary interaction with which the field is related. |
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3) |
To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field. |
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4) |
To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines. |
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5) |
To be able to solve the problems encountered in the field by using research methods. |
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6) |
To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data. |
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7) |
To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary. |
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8) |
To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning. |
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9) |
To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field. |
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10) |
To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes. |
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11) |
To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies. |
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12) |
Being able to independently carry out a work that requires expertise in the field. |
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13) |
To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility. |
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14) |
Being able to lead in environments that require the resolution of problems related to the field. |
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