FACULTY OF COMMUNICATION
Department of New Media and Communication
GENS 207 | Course Introduction and Application Information
Course Name |
Scientific Thinking and Society
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Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
GENS 207
|
Fall/Spring
|
3
|
0
|
3
|
4
|
Prerequisites |
None
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Course Language |
English
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Course Type |
Service Course
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Course Level |
First Cycle
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Mode of Delivery | - | |||||
Teaching Methods and Techniques of the Course | - | |||||
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. |
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Core Courses | |
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; presentation of the course and related questions; The Three Revolutions | Course syllabus |
2 | Types of Societies and their technologies | Machionis, J. (2017) “Society and Technology” |
3 | Sapiens and the Cognitive Revolution | Harari, Y. (2015), Sapiens. A Brief History of Humankind, Part One: The Cognitive Revolution |
4 | Guns, Germs, and Steel I: Yali’s Question | Diamond, J. (1997), Guns, Germs and Steel, Prologue: “Yali’s Question”; Part I “From Eden to Cajamarca” |
5 | Guns, Germs and Steel II: Agricultural Revolution | Diamond, J. (1997), Guns, Germs and Steel, Part 2: “The Rise and The Spread of Food Production” |
6 | Dawn of Civilizations, Birth of Natural Philosophy and the Aristotelian Worldview | Lecture Notes |
7 | Ptolemy and the Geocentric Model | Lecture Notes |
8 | Nicholaus Copernicus and the Heliocentric Model | Gribbin, J. (2002), Science: A History Chapter 1, “Renaissance Men” pp. 21-32 |
9 | Tycho Brahe and his observations & Johannes Kepler and the movement of planets | Gribbin, J. (2002), Science: A History Chapter 2, “The Last Mystics” |
10 | First Scientists: Galileo and others, Part I | Gribbin, J. (2002), Science: A History Chapter 3, “The First Scientists” |
11 | First Scientists: Galileo and others, Part II | Gribbin, J. (2002), Science: A History Chapter 3, “The First Scientists” |
12 | René Descartes, Christiaan Huygens, Robert Boyle and first steps of science | Gribbin, J. (2002), Science: A History Chapter 4, “Renaissance Men” (Descartes: pp. 118-126; Boyle pp. |
13 | Robert Hooke and Isaac Newton | Gribbin, J. (2002) Science: A History Chapter 5, “Newtonian Revolution” (Hooke: pp. 151-164; Newton pp. 172-188) |
14 | Semester Review | Lecture Notes |
15 | Review of the Semester | |
16 | Final examination |
Course Notes/Textbooks | Reading 1: Machionis, J. (2017) “Society and Technology”, in Machionis, J. (2017) Sociology, 16th Edition, pp. 118-123, Pearson: Hoboken Reading 2: Harari, Y. (2015), Sapiens. A Brief History of Humankind, HarperCollins: New York Reading 3: Diamond, J. (1997), Guns, Germs and Steel. The Fates of Human Societies, W. W. Norton: New York Reading 4: Gribbin, J. (2002), Science: A History 1543–2001, Penguin: London |
Suggested Readings/Materials |
EVALUATION SYSTEM
Semester Activities | Number | Weigthing |
Participation | ||
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | ||
Portfolio | ||
Homework / Assignments | ||
Presentation / Jury | ||
Project | ||
Seminar / Workshop | ||
Oral Exams | ||
Midterm |
2
|
60
|
Final Exam |
1
|
40
|
Total |
Weighting of Semester Activities on the Final Grade |
3
|
60
|
Weighting of End-of-Semester Activities on the Final Grade |
1
|
40
|
Total |
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) |
16
|
0
|
|
Study Hours Out of Class |
16
|
1
|
16
|
Field Work |
0
|
||
Quizzes / Studio Critiques |
0
|
||
Portfolio |
0
|
||
Homework / Assignments |
0
|
||
Presentation / Jury |
0
|
||
Project |
0
|
||
Seminar / Workshop |
0
|
||
Oral Exam |
0
|
||
Midterms |
2
|
15
|
30
|
Final Exam |
1
|
20
|
20
|
Total |
114
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
#
|
Program Competencies/Outcomes |
* Contribution Level
|
||||
1
|
2
|
3
|
4
|
5
|
||
1 | To be able to critically discuss and interpret the theories, concepts and ideas that form the basis of the discipline of new media and communication. |
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2 | To be able to critically interpret theoretical debates concerning the relations between the forms, agents, and factors that play a role in the field of new media and communication. |
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3 | To have the fundamental knowledge and ability to use the technical equipment and software programs required by the new media production processes. |
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4 | To be able to gather, scrutinize and scientifically investigate data in the processes of production and distribution. |
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5 | To be able to use the acquired theoretical knowledge in practice. |
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6 | To be able to take responsibility both individually and as a member of a group to develop solutions to problems encountered in the field of new media and communication. |
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7 | To be informed about national, regional, and global issues and problems; to be able to generate problem-solving methods depending on the quality of evidence and research, and to acquire the ability to report the conclusions of those methods to the public. |
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8 | To be able to critically discuss and draw on theories, concepts and ideas that form the basis of other disciplines complementing the field of new media and communication studies. |
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9 | To be able to develop and use knowledge and skills towards personal and social goals in a lifelong process. |
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10 | To be able to apply social, scientific and professional ethical values in the field of new media and communication. |
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11 | To be able to collect datain the areas of new media and communication and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1). |
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12 | To be able to speak a second foreign language at a medium level of fluency efficiently. |
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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
NEWS |ALL NEWS
‘Media’ Summit at Izmir University of Economics
International Press Institute (IPI) organized a symposium on ‘Economy and Financial Sustainability of Media’ hosted by Izmir University of Economics (IUE).
Received a special invitation from the USA for the Italian director's documentary
Dr. Alper Gedik, Lecturer at Department of New Media and Communication, Izmir University of Economics (IUE), went to the USA to introduce
Laura Aymerich-Franch visited our department
Laura Aymerich-Franch who is currently a senior research fellow at Pompeu Fabra University (Barcelona) was a visiting scholar in the Department of
Women and the Media in the Middle East
Assoc. Prof. Dr. Nahed Eltantawy, who will be visiting the Media and Communication Department as a part of the Fulbright Specialist Program,
A Partnership Agreement between the Department of Media and Communication and Izmir Journalists Association
“Local Media in Izmir”, a panel organized by the Department of Media and Communication, Izmir University of Economics, was held on Thursday
YAYINCILIKTA TELİF HAKLARI İEÜ’DE TARTIŞILDI
İzmir Ekonomi Üniversitesi, “Radyo Televizyon Yayıncılığı ve Telif” konferans ve sergisine ev sahipliği yaptı. İEU İletişim Fakültesi Dekanı Prof. Dr. Ebru Uzunoğlu’nun