| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | FS0304.2 | Misconceptions | Elective | 3 | 6 | 3 |
|
| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| The aim of this course is; The aim of this course is to comprehend the concepts and definitions of concepts, concepts and misconceptions in concept teaching, important misconceptions related to basic science concepts and the reasons of their occurrence. |
| Name of Lecturer(s) |
|
| Learning Outcomes |
| 1 | Understand concept and concept features | | 2 | Evaluates how concept teaching is done and the role of misconceptions in this process. | | 3 | Comprehend the misconceptions and their reasons. | | 4 | Knows the methods of determining misconceptions. | | 5 | Knows what misconceptions are seen in students. |
|
| Mode of Delivery |
| Second Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| Meaningful Learning and Constructivism Theory in Science Education; Cognitive Learning and Concept Learning; Basic Concepts and Misconceptions in Science Teaching; Learning and Teaching Approaches to be Used in Concept Teaching; Concept Maps; Conceptual Cartoons; Analogies; Conceptual Change Texts; Evaluation of Conceptual Learning Process in Science Teaching; Causes of Misconceptions in Science Education and Solution Suggestions. |
| Weekly Detailed Course Contents |
|
| 1 | Meaningful Learning and Constructivism Theory in Science Teaching | | | | 2 | Concepts and features | | | | 3 | The importance of concepts in teaching | | | | 4 | Teaching Concept | | | | 5 | Graphical Tools Used in Concept Teaching (Concept Maps, Concept Networks, Semantic Analysis Tables, etc.) | | | | 6 | Misconceptions and Possible Causes | | | | 7 | Methods Used in Determining Misconceptions-1 | | | | 8 | Midterm exam | | | | 9 | Methods Used in Determining Misconceptions-2 | | | | 10 | Process of Correcting Misconceptions and Conceptual Change | | | | 11 | Conceptual Change Texts | | | | 12 | analogies | | | | 13 | Examining the misconceptions of students about basic science concepts | | | | 14 | Examining the misconceptions of students about basic science concepts | | | | 15 | Final exam | | |
|
| Recommended or Required Reading |
| Coştu, B., Şendur, G. (2018). Kavram Öğretimi (p.41-84). In Tekbıyık, A., Çakmakçı, G. (Eds) Fen Bilimleri Öğretimi ve STEM Etkinlikleri, Nobel Akademik Yayıncılık, Ankara. |
| Planned Learning Activities and Teaching Methods |
|
| Assessment Methods and Criteria | |
| Midterm Examination | 1 | 100 | | SUM | 100 | |
| Final Examination | 1 | 100 | | SUM | 100 | | Term (or Year) Learning Activities | 40 | | End Of Term (or Year) Learning Activities | 60 | | SUM | 100 |
| | Language of Instruction | | | Work Placement(s) | | None |
|
| Workload Calculation |
|
| Midterm Examination | 1 | 1 | 1 |
| Final Examination | 1 | 2 | 2 |
| Self Study | 2 | 3 | 6 |
| Individual Study for Homework Problems | 3 | 5 | 15 |
| Individual Study for Mid term Examination | 4 | 4 | 16 |
| Individual Study for Final Examination | 5 | 8 | 40 |
| Reading | 4 | 2 | 8 |
|
| Contribution of Learning Outcomes to Programme Outcomes |
|
| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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