FACULTY OF FINE ARTS AND DESIGN
Department of Architecture| Course Name |
Scientific Thinking and Society
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
GENS 207
|
Fall/Spring
|
3
|
0
|
3
|
4
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Service Course
|
|||||
| Course Level |
First Cycle
|
|||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | DiscussionQ&ALecture / Presentation | |||||
| National Occupation Classification | - | |||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The aim of this course is to help the students to develop a critical perspective about science and its relationship with society. In the first part of the course, the period during which modern science was born will be discussed in a broader fashion. In the second part, the focus will be on a series of issues taken from more recent periods of history of science. This course is for students that are interested in popular science. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | This course is designed to discuss the relationship between science and the society that generates it. |
| Related Sustainable Development Goals |
|
|
|
Core Courses | |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Related Preparation |
| 1 | Introduction: Presentation of the Course and Discussion on Science | Course syllabus |
| 2 | Prehistoric World: Early Human Societies and the Origin of Science | H.S. Williams, A History of Science, Vol.I: Book I: Prehistoric Science, 2013 |
| 3 | Archaic World : Civilization and Science | R.G. Menon, An Introduction to the History and Philosophy of Science, 2.1-2.4, 2009 |
| 4 | The Iron Age: the Classical Greek Culture | R. E. Lerner, Western Civilization: Their History and Culture, 1998, 105-207 |
| 5 | From Myth to Rational Thought: Science in Ancient Greece | R. E. Lerner, Western Civilization: Their History and Culture, 1998, 119-141 |
| 6 | Medieval Science and Technique: Dogma Versus Science | J.D. Bernal, Science in History, 1954/2012, 208-245 |
| 7 | The Birth of Modern Science : From Metaphysics to Empiricism | H. Merlin ed., The History of Science, 2014, 44-61 |
| 8 | The Scientific Revolution and the Enlightenment | R. E. Lerner, Western Civilization: Their History and Culture, 1998, 643-678 |
| 9 | The Classic Age of Science: Mechanics, Chemistry and Biology | H. Merlin ed., The History of Science, 2014, 62-75 |
| 10 | Science & Industrialization | J.D. Bernall, 352-405 |
| 11 | The Revolutions in Science and Society : the 20th Century | J.D. Bernall, 511-593 |
| 12 | Social Thought and Science: From Feudalism to Marxism | J.D. Bernall, 693-761 |
| 13 | The Social Sciences in the 20th century | J.D. Bernall, 774-856 |
| 14 | Science and Pseudoscience | B. L. Beyerstein, Distinquishing Science from Pseudoscience, 1995, 1-50 |
| 15 | Review of the Semester | |
| 16 | Final examination |
| Course Notes/Textbooks |
R. E. Lerner, Western Civilizations: Their History and Their Culture, London, 1998 H. Merlin ed., The History of Science, New York, 2014 J.D. Bernal, Science in History, Vol. 1, New York, 1954/2012 B. L. Beyerstein, Distinquishing Science from Pseudoscience, Canada, 1995, 1-50 |
| Suggested Readings/Materials |
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
40
|
| Final Exam |
1
|
60
|
| Total |
| Weighting of Semester Activities on the Final Grade |
1
|
40
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
60
|
| Total |
| 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) |
16
|
0
|
|
| Study Hours Out of Class |
16
|
2
|
32
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
0
|
||
| Presentation / Jury |
0
|
||
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
15
|
15
|
| Final Exam |
1
|
25
|
25
|
| Total |
120
|
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
|||||
|
1
|
2
|
3
|
4
|
5
|
|||
| 1 |
To be able to offer a professional level of architectural services. |
-
|
-
|
-
|
-
|
-
|
|
| 2 |
To be able to take on responsibility as an individual and as a team member to solve complex problems in the practice of design and construction. |
-
|
-
|
-
|
-
|
-
|
|
| 3 |
To be able to understand methods to collaborate and coordinate with other disciplines in providing project delivery services.
|
-
|
-
|
-
|
-
|
-
|
|
| 4 |
To be able to understand, interpret, and evaluate methods, concepts, and theories in architecture emerging from both research and practice. |
-
|
-
|
-
|
-
|
-
|
|
| 5 |
To be able to develop environmentally and socially responsible architectural strategies at multiple scales. |
-
|
-
|
-
|
-
|
-
|
|
| 6 |
To be able to develop a critical understanding of historical traditions, global culture and diversity in the production of the built environment. |
-
|
-
|
-
|
-
|
-
|
|
| 7 |
To be able to apply theoretical and technical knowledge in construction materials, products, components, and assemblies based on their performance within building systems. |
-
|
-
|
-
|
-
|
-
|
|
| 8 |
To be able to present architectural ideas and proposals in visual, written, and oral form through using contemporary computer-based information and communication technologies and media. |
-
|
-
|
-
|
-
|
-
|
|
| 9 |
To be able to demonstrate a critical evaluation of acquired knowledge and skills to diagnose individual educational needs and direct self-education skills for developing solutions to architectural problems and design execution. |
-
|
-
|
-
|
-
|
-
|
|
| 10 |
To be able to take the initiative for continuous knowledge update and education as well as demonstrate a lifelong learning approach in the field of Architecture. |
-
|
-
|
-
|
-
|
-
|
|
| 11 |
To be able to collect data in the areas of Architecture and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1) |
-
|
-
|
-
|
-
|
-
|
|
| 12 |
To be able to speak a second foreign language at a medium level of fluency efficiently. |
-
|
-
|
-
|
-
|
-
|
|
| 13 |
To be able to relate the knowledge accumulated throughout the human history to their field of expertise. |
-
|
-
|
-
|
-
|
-
|
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
As Izmir University of Economics transforms into a world-class university, it also raises successful young people with global competence.
More..Izmir University of Economics produces qualified knowledge and competent technologies.
More..Izmir University of Economics sees producing social benefit as its reason for existence.
More..