Course Information
Cycle / Level1st / Undergraduate
Teaching PeriodSpring
CoordinatorPanagiota Metallidou
Course ID600013559

Programme of Study: PPS Tmīmatos PSychologías (2017-sīmera)

Registered students: 45
OrientationAttendance TypeSemesterYearECTS
KORMOSElective Courses845

Class Information
Academic Year2020 – 2021
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Course Type 2016-2020
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
General Prerequisites
There are no prerequisites for the course
Learning Outcomes
By the end of the course students are expected: (a) to become aquinted with the basic critical thinking skills, such as argumentation, recognition of fallacies, scientific thinking skills, decision making and thinking skills in everyday life. (b)to develop these skills through critical reading and writing exercises.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Make decisions
  • Work autonomously
  • Work in teams
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
Definition of critical thinking. Critical thinking skills and the necessity of their development. Critical thinking and intelligence. Current approaches of intelligence emphasizing the need of developing critical thinking skills. Analyzing and evaluating arguments. Thinking as testing hypotheses. Critical reading and critical writing. Critical thinking and decision making. Critical thinking skills in everyday life. The course involves exercises such as recognizing fallacies, hypotheses testing, testing the reliability of empirical results, critical reading of research articles, argumentation on controversial issues, etc.
Critical Thinking, Argumentation, Fallacies, Hypotheses Testing, Decision Making, Critical reading, Critical Writing
Educational Material Types
  • Slide presentations
  • Interactive excersises
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
-presentation of the content of lectures via power point -all the lectures and the extra reading papers and scientific articles are available on the e-learning -communication with students via e-mail for their essays.
Course Organization
Laboratory Work90.3
Reading Assigment512.0
Written assigments401.5
Student Assessment
All the information about the course is cited in the students'guide as well as in the Moodle. They are also presented in the first lecture. There are 5 individual exercises (3 during the course and 2 as a homework) during the semester and one essay (in groups of 2-3 students) at the end of semester.
Student Assessment methods
  • Written Assignment (Summative)
  • Performance / Staging (Formative)
  • Labortatory Assignment (Summative)
Course Bibliography (Eudoxus)
Κωσταρίδου-Eυκλείδη, Α. (2011). Ψυχολογία της σκέψης. Αθήνα: Πεδίο. Browne, M. N., & Keeley, S. M. (2004, μετάφρ.). Οδηγός κριτικής σκέψης: 11 ερωτήσεις για μια κριτική ακρόαση ή ανάγνωση. Αθήνα: Εκδόσεις Πατάκη. Καργόπουλος, Φ. (2007). Εισαγωγή στη συμβολική λογική. Θεσσαλονίκη: Βάνιας. Lipman, M. (2006, μεταφρ.). Η σκέψη στην εκπαίδευση (επιστημ. Επιμ. Β.Παππή). Αθήνα: Εκδόσεις Πατάκη. Παιονίδης, Φ. (2014). Στοιχεία κριτικής επιχειρηματολογίας. Θεσσαλονίκη: Εκδ. Ζήτη.
Additional bibliography for study
Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 Meta-Analysis. Review of Educational Research, 78(4), 1102-1134. Bowell, T., & Kemp, G. (2002). Critical Thinking: A Concise Guide. London: Routledge. Harpern, D. F. (2014). Thought and knowledge: An Introduction to Critical Thinking (5th ed.). New Jersey: Lawrence Erlbaum. Heejeong, S. H., & E. Brown, T. (2013). Effects of Critical Thinking Intervention for Early Childhood Teacher Candidates.The Teacher Educator, 48, 2, 110-127. Halpern, D. F. (1999). Esperanto and the tower of Babel: A taxonomy of thinking. Psychology: The Journal of the Greek Psychological Society,6(3), 255-264. Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28, 16-26. Kuhn, D., & Udell, W. (2003). The development of argument skills. Child Development, 74, 1245-1260. Marin, L.,M, & Halpern, D. F. (2011). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains. Thinking Skills and Creativity, 6, 1-13. doi:10.1016/j.tsc.2010.08.002 Moore, B. N., & Parker, R. (2007, 8th ed.). Critical Thinking. New York: The McGraw-Hill Companies. Sasson, Ι.,Yehuda, Ι., &Malkinson, Ν. (2018). Fostering the skills of critical thinking and question-posing in a project-based learning environment.Thinking Skills and Creativity, 29, 203-212. Sternberg, R. J., & Ben-Zeev, T. (2001). Complex cognition: The Psychology of human thought. New York: Oxford University Press. Tiruneh, D. T., Verburgh, A., & Elen, J. (2014). Effectiveness of Critical Thinking instruction in Higher Education: A systematic review of intervention studies. Higher Education Studies, 4(1), 1-17. doi:10.5539/hes.v4n1p1
Last Update