TÜRKÇE
ENGLISH
Information
| Unit | FACULTY OF EDUCATION |
| SCIENCE TEACHING PR. | |
| Code | FENS210 |
| Name | Misconception in ScienceTeaching |
| Term | 2019-2020 Academic Year |
| Semester | 4. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Belirsiz |
| Type | Normal |
| Label | FE Field Education Courses E Elective |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. ÖZGECAN KIRIK |
| Course Instructor |
Prof. Dr. ÖZGECAN KIRIK
(Bahar)
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
The aim of this course is to make students aware of the importance of identifying and elimination of misconceptions in science teaching and to learn the ways of dealing with misconceptions through activities.
Course Content
What is misconception, misconception examples in science, sources of misconceptions, concept teaching and conceptual change, methods used to identify and eliminate misconceptions, activities to elicit and remedy misconceptions
Course Precondition
Resources
Notes
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Define misconception |
| LO02 | Give examples to misconceptions in science. |
| LO03 | Explain the conceptual change theory. |
| LO04 | Explain the methods to identify and remedy the misconceptions in science teaching |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | - | Explains the basic concepts and relationships between concepts in science. | |
| PLO02 | - | Explains the basic concepts of effective classroom management. | |
| PLO03 | - | Recognizes students´ developmental and learning characteristics and difficulties. | |
| PLO04 | - | Explains programs, strategies, methods and techniques related to the science and technology teaching. | |
| PLO05 | - | Explains application areas of science in everyday life. | |
| PLO06 | - | Offers solutions to problem situations encountered in classroom management. | |
| PLO07 | - | Uses appropriate methods and techniques for the development of students´ critical thinking, creative thinking and problem solving skills. | |
| PLO08 | - | Designs materials from the stuff around in accordance with the requirements of science and technology program and students. | |
| PLO09 | - | Queries information in the field of science and technology using scientific methods . | |
| PLO10 | - | Uses laboratory according to science and technology program in an appropriate and efficient manner. | |
| PLO11 | - | Applies contemporary teaching methods and techniques by which the student can construct their own knowledge. | |
| PLO12 | - | Takes responsibility as an individual and as a team member to solve problems related to the field. | |
| PLO13 | - | Has life-long learning awareness. | |
| PLO14 | - | Shares his/her knowledge and skills, problems and solutions that he/she identified by means of oral and written communication with the expert and non-expert people. | |
| PLO15 | - | Uses information and communication technologies effectively. | |
| PLO16 | - | Uses English sufficiently to follow developments in science and technology education.s . | |
| PLO17 | - | Sensitive to the agenda of the world and society events / developments . | |
| PLO18 | - | In addition to proffesional development,he/she improves himself/herself consistently for individual development in the scientific, social, cultural and sports areas in line with educational requirements. | |
| PLO19 | - | Has national and international sensibilities expressed in the Fundamental Law of National Education. | |
| PLO20 | - | Behaves in accordance with democracy, human rights, and social, scientific and proffesional ethical values |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Informing about the course | ||
| 2 | What is misconception, sources of misconceptions, conceptual change theory | Reading book chapter and articles | |
| 3 | methods used to identify misconceptions- multiple choice tests, two-tier tests | Reading book chapter and articles | |
| 4 | methods used to identify misconceptions- three-tier tests, four-tier tests | Reading book chapter and articles | |
| 5 | methods used to identify misconceptions- interviews, open-ended items | Reading book chapter and articles | |
| 6 | methods used to identify misconceptions- drawing, word association tests | Reading book chapter and articles | |
| 7 | methods used to identify misconceptions- concept map, structured communication grids, Diagnostic Branched Tree | Reading book chapter and articles | |
| 8 | Mid-Term Exam | ||
| 9 | methods to remedy misconceptions- conceptual change texts, refutational texts | Reading book chapter and articles | |
| 10 | methods to remedy misconceptions- analogy, predict-observe-explain | Reading book chapter and articles | |
| 11 | methods to remedy misconceptions- concept cartoons, computer supported instruction | Reading book chapter and articles | |
| 12 | methods to remedy misconceptions- Argumentation | Reading book chapter and articles | |
| 13 | methods to remedy misconceptions- problem-based learning, project-based learning | Reading book chapter and articles | |
| 14 | methods to remedy misconceptions- cooperative learning, inquiry-based learning | Reading book chapter and articles | |
| 15 | methods to remedy misconceptions- case-based learning | Reading book chapter and articles | |
| 16 | Term Exams | ||
| 17 | Term Exams |