COURSE UNIT TITLE

: MODELS OF CRITICAL THINKING IN GIFTED EDUCATION

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
ÖEP 6075 MODELS OF CRITICAL THINKING IN GIFTED EDUCATION ELECTIVE 3 0 0 8

Offered By

Special Education

Level of Course Unit

Third Cycle Programmes (Doctorate Degree)

Course Coordinator

ASSOCIATE PROFESSOR FILIZ KARADAĞ ÜÇDAL

Offered to

Special Education

Course Objective

The aim of this course is to explore how critical thinking skills can be cultivated in gifted students and to provide doctoral students with theoretical knowledge and practical skills related to critical thinking models. The course focuses on understanding, analyzing, and applying various models of critical thinking in the context of gifted education, and supports the development of educational strategies that enhance higher-order cognitive skills.

Learning Outcomes of the Course Unit

1   Explain the fundamental concepts and theories of critical thinking.
2   Analyze critical thinking skills within the context of gifted individuals.
3   Identify and compare different instructional models of critical thinking.
4   Develop appropriate thinking strategies for gifted learners.
5   Design educational activities that promote critical thinking in practice.
6   Evaluate current research and form scholarly perspectives in the field.
7   Analyze the relationship between critical thinking, creative thinking, and higher-order thinking.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Week 1 Introduction to the course and overview of critical thinking
2 Week 2 Theoretical foundations of critical thinking
3 Week 3 Components and indicators of critical thinking
4 Week 4 Cognitive profiles of gifted learners and implications for critical thinking
5 Week 5 Instructional models: Paul-Elder, Ennis, and others
6 Week 6 Assessment tools for measuring critical thinking
7 Week 7 Case studies and example applications
8 Week 8 Relationship between creative thinking and critical thinking
9 Week 9 Curriculum design supported by critical thinking
10 Week 10 Activity planning for critical thinking in learning environments
11 Week 11 Analysis of national and international gifted education programs
12 Week 12 Group presentations: Designing critical thinking activities
13 Week 13 Feedback, peer discussion, and review
14 Week 14 Final reflections and course evaluation

Recomended or Required Reading

Main References:
Paul, R., & Elder, L. (2014). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Pearson.
Ennis, R. H. (2011). The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions and Abilities.
Facione, P. A. (2015). Critical Thinking: What It Is and Why It Counts. Insight Assessment.

Supplementary References:
Karadağ, F. (2023). Higher-Order Thinking Skills and Educational Applications (Course Notes).
Sternberg, R. J. (2003). Wisdom, Intelligence, and Creativity Synthesized. Cambridge University Press.
King, P. M., & Kitchener, K. S. (2004). Reflective Judgment: Theory and Research on the Development of Epistemic Assumptions through Adulthood. Educational Psychologist.

Planned Learning Activities and Teaching Methods

Interactive lectures
Case studies
Problem-based learning
Seminars and student presentations
Applied workshops
Literature review
Critical discussion groups

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTEG MIDTERM GRADE
2 ASG ASSIGNMENT
3 FCG FINAL COURSE GRADE
4 FCG FINAL COURSE GRADE MTEG * 0.30 +ASG* 0.10 + FCG* 0.60
5 RST RESIT
6 FCGR FINAL COURSE GRADE (RESIT) MTEG * 0.30 + ASG * 0.10 + RST * 0.60


Further Notes About Assessment Methods

None

Assessment Criteria

Scientific content and theoretical understanding
30%

Activity design and implementation skills
25%

Analytical and critical thinking skills
20%

Presentation and academic communication skills
15%

Participation, collaboration, and consistency
10%

Language of Instruction

Turkish

Course Policies and Rules

Minimum attendance requirement: 70%
Zero tolerance for academic misconduct (plagiarism, cheating, etc.)
All written assignments must follow APA 7 style guidelines
Equal responsibility and contribution expected in group work
Late submissions will be penalized unless prior arrangements are made

Contact Details for the Lecturer(s)

Email: filiz.karadag@deu.edu.tr
Office: DEU Faculty of Education, Department of Special Education, Floor: 2, Room: 212

Office Hours

Wednesdays, 13:00 15:00
In-person or online meetings by prior appointment

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 14 3 42
Preparations before/after weekly lectures 14 9 126
Preparation for midterm exam 1 5 5
Preparation for final exam 1 5 5
Preparing assignments 1 8 8
Preparing presentations 1 8 8
Midterm 1 5 5
Final 1 5 5
Project Assignment 1 5 5
TOTAL WORKLOAD (hours) 209

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10
LO.15555555555
LO.25555555555
LO.35555555555
LO.45555555555
LO.55555555555
LO.65555555555
LO.75555555555

CONTACT INFORMATION
Dokuz Eylül Üniversitesi Cumhuriyet Bulvarı No: 144 35210 Alsancak / İZMİR
Phone: +90(232) 412 12 12 - Fax: +90 (232) 464 81 35

Copyright 2015 DEÜ. BİD

HOME / ABOUT US / DEGREE PROGRAMMES / GENERAL INFORMATION FOR STUDENTS / INTERNATIONAL RELATIONS