|
Course Name
|
Fundemantals of Natural Sciences
|
|
Code
|
Semester
|
Theory
(hour/week)
|
Application/Lab
(hour/week)
|
Local Credits
|
ECTS
|
|
HIM 103
|
Fall
|
3
|
0
|
3
|
6
|
|
Prerequisites
|
None
|
|
Course Language
|
English
|
|
Course Type
|
Required
|
|
Course Level
|
First Cycle
|
|
Mode of Delivery
|
- |
|
Teaching Methods and Techniques of the Course
|
- |
|
National Occupation Classification
|
-
|
|
Course Coordinator
|
|
|
Course Lecturer(s)
|
|
|
Assistant(s)
|
- |
|
Course Objectives
|
This course aims to teach the students to solve the encountered problems in natural sciences with scientific thinking. |
|
Learning Outcomes
|
The students who succeeded in this course;
- 1) Observe processes and describe problems,
- 2) Define reasoning, causality, randomness and correlation
- 3) Use scientific thinking method to solve the described problems,
- 4) Know the basic principles of life,
- 5) Apply scientific thinking to the basic principles of life and
|
|
Course Description
|
This course comprises of the scientific thinking approach to the encountered problems and the fundamental principles of life. |
|
Related Sustainable Development Goals
|
|
|
|
Core Courses |
X
|
| Major Area Courses |
|
| Supportive Courses |
|
| Media and Management Skills Courses |
|
| Transferable Skill Courses |
|
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
|
Week |
Subjects |
Related Preparation |
| 1 |
Introduction Information about the course “Effective Feedback” |
Examination of the posted syllabus Examination of the provided Scenes |
| 2 |
Describing Problems I |
Reading List. Student should prepare a short list of daily problems they encounter |
| 3 |
Describing Problems II |
Interactive. Examination of provided cases and presentations |
| 4 |
Reasoning, Causality, Randomness and Correlation I |
Small group study – Reading List. The student should read “A Miniature Guide to Scientific Thinking” (by Dr. Richard Paul and Dr. Linda Elder) pages 2-14 and “Miniature Guide to Critical Thinking – Concepts and Tools” (Dr. Richard Paul and Dr. Linda Elder)- the related chapters of the reference material. |
| 5 |
Reasoning, Causality, Randomness and Correlation II |
Instructors' Notes and https://www.youtube.com/watch?v=8B271L3NtAw and http://www.havingfunathome.com/2008/10/13-yesno-riddles.html |
| 6 |
Scientific Thinking Method |
Flipped Classroom- Reading the provided course materials and the history of vaccination is required. Students should draw a diagram of the scientific method steps. |
| 7 |
Application of Scientific Thinking Method to Problem Solving |
Review of weeks 1-6. Students should apply a problem and its solution to the diagram they drew last week. |
| 8 |
MIDTERM |
Contents of weeks 1-7 |
| 9 |
Basic Principles of Life I |
Flipped Classroom- Review of the subject video provided. Reading the basic concepts |
| 10 |
Basic Principles of Life II |
Reading basic concepts from Campbell Biology, 10th Edition (Reece, et al.) 1.https://www.youtube.com/watch?v=hOfRN0KihOU 2.https://www.youtube.com/watch?v=S1t5_iGN0xE 3. http://www.evrimagaci.org/makale/167 |
| 11 |
Basic Principles of Life III |
“Cosmos: A Space-time Odyssey” - Episode 2 "Some Of The Things That Molecules Do") video and Instructors' Notes. |
| 12 |
Application of Scientific Thinking Method to the Basic Principles of Life |
Flipped classroom- Examination of thought processes of scientific persona with scientific thinking |
| 13 |
Accessing information and testing its accuracy |
(https://yalansavar.org/2014/02/04/elestirel-dusunce-ve-skeptisizm/) and (https://yalansavar.org/2013/01/24/astrolojiye-inanmak-icin-10-yanilgi/) texts |
| 14 |
Wrap-up |
Preparation of presentations |
| 15 |
Wrap-up |
Preparation of presentations |
| 16 |
FINAL |
Weeks 1-15 |
|
Course Notes/Textbooks
|
|
1. “A Miniature Guide to Scientific Thinking” (Dr. Richard Paul and Dr. Linda Elder)
2. Campbell Biology, 10th Edition (Reece, et al.)
3. Instructor’s notes and Presentations
|
|
|
Suggested Readings/Materials
|
1. https://www.youtube.com/watch?v=8B271L3NtAw video
2. http://www.havingfunathome.com/2008/10/13-yesno-riddles.html
3. https://www.youtube.com/watch?v=hOfRN0KihOU
4. https://www.youtube.com/watch?v=S1t5_iGN0xE
5. http://www.evrimagaci.org/makale/167
6. “Cosmos: A Space-time Odyssey” - Episode 2 "Some of The Things That Molecules Do")
7. (https://yalansavar.org/2014/02/04/elestirel-dusunce-ve-skeptisizm/)
8. (https://yalansavar.org/2013/01/24/astrolojiye-inanmak-icin-10-yanilgi/)
|
EVALUATION SYSTEM
|
Semester Activities
|
Number |
Weigthing |
| Participation |
1
|
10
|
| Laboratory / Application |
-
|
-
|
| Field Work |
-
|
-
|
| Quizzes / Studio Critiques |
2
|
10
|
| Portfolio |
-
|
-
|
| Homework / Assignments |
1
|
10
|
| Presentation / Jury |
-
|
-
|
| Project |
-
|
-
|
| Seminar / Workshop |
-
|
-
|
| Oral Exams |
-
|
-
|
| Midterm |
1
|
20
|
| Final Exam |
1
|
50
|
| Total |
6
|
100
|
| Weighting of Semester Activities on the Final Grade |
5
|
50
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
50
|
| Total |
6 |
100 |
ECTS / WORKLOAD TABLE
|
Semester Activities
|
Number |
Duration (Hours) |
Workload |
Theoretical Course Hours
(Including exam week: 16 x total hours) |
16
|
3
|
48
|
Laboratory / Application Hours
(Including exam week: '.16.' x total hours) |
-
|
-
|
-
|
| Study Hours Out of Class |
14
|
3
|
42
|
| Field Work |
-
|
-
|
-
|
| Quizzes / Studio Critiques |
2
|
10
|
20
|
| Portfolio |
-
|
-
|
-
|
| Homework / Assignments |
1
|
10
|
10
|
| Presentation / Jury |
-
|
-
|
-
|
| Project |
-
|
-
|
-
|
| Seminar / Workshop |
-
|
-
|
-
|
| Oral Exam |
-
|
-
|
-
|
| Midterms |
1
|
15
|
15
|
| Final Exam |
1
|
35
|
35
|
| |
|
Total |
170
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes
|
* Contribution Level
|
|
1
|
2
|
3
|
4
|
5
|
|
1 |
To be able to acquire and use theoretical and practical knowledge in the field of health management.
|
-
|
-
|
-
|
-
|
-
|
|
2 |
To be able to create and use new information by integrating information in the field of health management with information from different disciplines
|
-
|
X
|
-
|
-
|
-
|
|
3 |
|
To be able to solve the problems that require expertise by using scientific research methods.
|
|
-
|
-
|
-
|
-
|
X
|
|
4 |
|
To be able to solve a problem in the field of health management by using appropriate problem solving techniques.
|
|
-
|
X
|
-
|
-
|
-
|
|
5 |
|
To be able to transfer the current developments in the field of health management with the data and to transfer them systematically to the groups in and out of the field in written, oral and visual form.
|
|
-
|
-
|
X
|
-
|
-
|
|
6 |
|
To be able to critically examine the norms governing corporate culture and organizational communication, to develop them and to take action to change them when necessary.
|
|
-
|
-
|
-
|
-
|
-
|
|
7 |
|
To be able to develop implementation plans in health management field and to evaluate the results within the framework of health services management quality processes.
|
|
-
|
-
|
-
|
-
|
-
|
|
8 |
|
To be able to act by considering social, scientific, cultural and ethical values in the stages of data collection, interpretation and announcement while managing health institutions.
|
|
-
|
-
|
-
|
-
|
-
|
|
9 |
|
To be able to take responsibility as an individual and a team member in the problems encountered in the related field applications while managing health institutions.
|
|
-
|
-
|
-
|
-
|
-
|
|
10 |
|
To be able to plan and manage the activities of the employees whose under their responsibility while managing health institutions.
|
|
-
|
-
|
-
|
-
|
-
|
|
11 |
|
To be able to relate the knowledge accumulated throughout the human history to their field of expertise.
|
|
-
|
-
|
-
|
-
|
-
|
|
12 |
|
To be able to collect data in the areas of “Health Management” and communicate with colleagues in a foreign language.
|
|
-
|
-
|
-
|
-
|
-
|
|
13 |
|
To be able to speak a second foreign at a medium level of fluency efficiently.
|
|
-
|
-
|
-
|
-
|
-
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
