| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | FB138 | Misconceptions in Science, Detection and Elimination | Elective | 1 | 2 | 6 |
|
| Level of Course Unit |
| Second Cycle |
| Objectives of the Course |
| To teach the basic features of the concept development process in science, to teach the basic features of the concept teaching methods used in science teaching, to help identify the misconceptions commonly used in science teaching, and to teach the techniques used to eliminate the misconceptions. |
| Name of Lecturer(s) |
| Doç. Dr. Fatih GÜRBÜZ |
| Learning Outcomes |
| 1 | Understands and explains the definition of the concept and the classification of concepts. | | 2 | Understands inter-conceptual relations and conceptual systems and identifies differences, understands and explains the properties of concepts and the gradualness of concepts. | | 3 | Understands and interprets ways of concept learning, limitations of concept learning, concept teaching and concept creation. | | 4 | Understands and interprets concept development processes. | | 5 | Detects misconceptions and understands how to eliminate misconceptions. |
|
| Mode of Delivery |
| Normal Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| By enabling them to comprehend the basic features of concept teaching methods in science teaching, to identify existing misconceptions in students and to eliminate these misconceptions with meaning analysis tables, concept networks, concept maps, mental diagrams, V diagram, teaching rings, conflict maps, drawings and similar teaching techniques. |
| Weekly Detailed Course Contents |
|
| 1 | Presentation of course content and resources | | | | 2 | learning in science teaching | | | | 3 | Importance of concept teaching in science teaching | | | | 4 | Inter-conceptual relations and conceptual systems | | | | 5 | gradation of concepts | | | | 6 | Misconceptions commonly used in science teaching | | | | 7 | Differences between misconceptions, errors and lack of knowledge | | | | 8 | Midterm Exam | | | | 9 | Conceptual change texts used to eliminate misconceptions | | | | 10 | Two- and three-stage diagnostic tests used to detect misconceptions | | | | 11 | Conceptual change texts used to eliminate misconceptions | | | | 12 | Rebuttal texts used to clear up misconceptions | | | | 13 | Concept cartoons and concept wheel diagram used to eliminate misconceptions | | | | 14 | Concept maps and mind maps used to eliminate misconceptions | | | | 15 | Structured grid, fishbone, concept nets used to eliminate misconceptions | | |
|
| Recommended or Required Reading |
| Kuramdan Uygulamaya Fen Bilgisi öğretimi Çepni Ve Diğerleri (2005). PagemAYayıncılık. |
| 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 | 30 | | End Of Term (or Year) Learning Activities | 70 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
|
| Workload Calculation |
|
| Midterm Examination | 1 | 1 | 1 |
| Final Examination | 1 | 2 | 2 |
| Attending Lectures | 14 | 3 | 42 |
| Individual Study for Mid term Examination | 8 | 6 | 48 |
| Individual Study for Final Examination | 9 | 6 | 54 |
| Performance | 14 | 3 | 42 |
|
| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 3 | 4 | 1 | 4 | 4 | 2 | 1 | 2 | 5 | 3 | 4 | | LO2 | 3 | 2 | 5 | 3 | 4 | 2 | 2 | 3 | 5 | 1 | 3 | | LO3 | 3 | 4 | 3 | 4 | 3 | 3 | 3 | 1 | 2 | 2 | 3 | | LO4 | 3 | 2 | 5 | 3 | 4 | 5 | 3 | 3 | 5 | 5 | 3 | | LO5 | 3 | 5 | 5 | 3 | 5 | 1 | 1 | 3 | 3 | 3 | 4 |
|
| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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