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Information
| Code | PGÖ711 |
| Name | Concept Teaching Approach |
| Term | 2024-2025 Academic Year |
| Term | Fall and Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | |
| Course Instructor |
1 |
Course Goal / Objective
The aim of this course is to get information about concepts and concept formation, concept acquisition, basic approaches, concepts, principles, and methods related to concept learning and concept teaching, and to apply the acquired knowledge by analyzing a basic concept in a course content.
Course Content
This course comprises information about the structure of concepts and categories, concept types, concept formation, concept acquisition, concept learning approaches, content elements of the concept and concept teaching models, micro-level content organization concepts, principles, and methods for concept teaching.
Course Precondition
None
Resources
Coşkun, M. (2011). Kavram öğretimi. Karahan Kitabevi.
Notes
Dale, H. Schunk (2009). Öğrenme teorileri eğitimsel bir bakışla, 5. Baskıdan Çeviri (Çeviri Editörü: Muzaffer Şahin). Ankara: Nobel Yayın Dağıtım. Ormrod, J. E. (2008). Human learning (5th ed.), USA: Pearson Merrill Prentice Hall.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explain the relationship between concept and category. |
| LO02 | Explains the content elements that make up a concept. |
| LO03 | Explains the importance of the content components of the concept in terms of teaching. |
| LO04 | Explain the difference between concept acquisition and concept formation. |
| LO05 | Compare classical, prototype, exemplary and theory-based concept learning approaches in terms of their basic features. |
| LO06 | Identify the common features of basic concept teaching approaches. |
| LO07 | Examines an empirical research on misconceptions and conceptual change in terms of the elements of the concept. |
| LO08 | Establish a relationship between concept and representation. |
| LO09 | He/she analyzes a concept chosen in his/her own branch in terms of content components. |
| LO10 | Determine the relationship between concept definition and concept image. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | On the basis of the BA degree qualifications improves his/her knowledge in thecurriculum and instruction field at the level of expertise. | 5 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Understands the multi-dimensional causes of a problem and evaluates the problem as a whole | 3 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Analyzes a scientific article in the field of curriculum and instruction | 5 |
| PLO04 | Beceriler - Bilişsel, Uygulamalı | Uses the theoretical and practical knowledge s/he gained at the level of expertise in the field of curriculum and instruction | 3 |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | Uses and develops individual assessment techniques for examining curriculum and instruction | 4 |
| PLO06 | Beceriler - Bilişsel, Uygulamalı | Solves a problem in the context of curriculum and instruction in a scientific perspective. | 3 |
| PLO07 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Guides the graduates of the field of curriculum and instruction within the framework of the knowledge and experiences that specialized training provides. | 2 |
| PLO08 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Gains knowledge and experience about the applications which can make the field of expertise functional in educational field. | 4 |
| PLO09 | Yetkinlikler - Öğrenme Yetkinliği | Integrates the theoretical knowledge within the scope of the field of curriculum and instruction with the field of application. | 3 |
| PLO10 | Yetkinlikler - Öğrenme Yetkinliği | Takes responsibility for solving the problems at the local and national level during the curriculum and instruction-oriented applications. | |
| PLO11 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Communicates effectively and properly with students, teachers, school administrators, and members of families and working group. | |
| PLO12 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Has a good command of foreign language to be able to follow the foreign resources related to the field. | 5 |
| PLO13 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Informs his/her colleagues about the processes regarding the field of expertise and conclusions reached. | 3 |
| PLO14 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Uses the different statistical techniques and information and communication technologies that s/he needs in the field of expertise. | |
| PLO15 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Provides the support of the institution employees to make the applications concerning educational sciences successful. | |
| PLO16 | Yetkinlikler - Alana Özgü Yetkinlik | Identifies the sources of the problems in the field of educational sciences and contributes to the solution of these problems. | |
| PLO17 | Yetkinlikler - Alana Özgü Yetkinlik | Provides the cooperation of all partners in educational environment stating the necessity of the field of expertise. | |
| PLO18 | Yetkinlikler - Alana Özgü Yetkinlik | Assesses the necessities which reveal through the applications related to the field of expertise in a critical way. | 4 |
| PLO19 | Yetkinlikler - Alana Özgü Yetkinlik | Develops internalized knowledge in the field of expertise and the related disciplines at the level of expertise. | 5 |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | Makes prediction about the partner behaviors through the applications concerning the field of expertise. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introducing the lesson content | Reading recommended books and paper | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 2 | Types of scientific knowledge (Fact, concept, principle, law, theory, hypothesis, assumption) Concept and category relationship | Reading recommended books and paper | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Concept structure (relevant chapters from Soner Akşehirli's doctoral thesis, part of the "logic of terms" chapter in Doğan Özlem's logic book). | Reading recommended books and paper | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Concept formation and concept learning approaches (classical, prototype, exemplary and theory-based) | Reading recommended books and paper | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Content components of the concept (Definition, attributes, example, and non-example, concept hierarchy)1 | Reading recommended books and paper | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 6 | Content components of the concept (Definition, attributes, example, and non-example, concept hierarchy)2 | Reading recommended books and paper | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Classification errors (Under-generalization, over-generalization, misconception) | Reading recommended books and paper | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Term Exams | Ölçme Yöntemleri: Performans Değerlendirmesi, Ödev |
|
| 9 | Concept teaching approaches | Reading recommended books and paper | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | Materials used in concept teaching | Prepare a presentation by researching relevant resources and articles | Öğretim Yöntemleri: Tartışma, Grup Çalışması, Proje Temelli Öğrenme |
| 11 | Misconceptions and elimination of misconceptions | Prepare a presentation by researching relevant resources and articles | Öğretim Yöntemleri: Tartışma, Proje Temelli Öğrenme , Grup Çalışması |
| 12 | Conceptual change and its importance in concept teaching | Prepare a presentation by researching relevant resources and articles | Öğretim Yöntemleri: Tartışma, Grup Çalışması, Proje Temelli Öğrenme |
| 13 | Concept image and concept definition and their role in concept learning Concept learning/teaching-representation relationship, function of representations in concept learning | Prepare a presentation by researching relevant resources and articles | Öğretim Yöntemleri: Tartışma, Grup Çalışması, Proje Temelli Öğrenme |
| 14 | Content analysis of a micro-level concept and preparation for instruction1 | Prepare a presentation by researching relevant resources and articles | Öğretim Yöntemleri: Tartışma, Proje Temelli Öğrenme |
| 15 | Content analysis of a micro-level concept and preparation for instruction2 | Prepare a presentation by researching relevant resources and articles | Öğretim Yöntemleri: Tartışma, Problem Çözme |
| 16 | Dönem proje ödevi raporlarının sunumu | Writing and handing the report | Öğretim Yöntemleri: Proje Temelli Öğrenme |
| 17 | Term Assesssment | Preparation of the report | Ölçme Yöntemleri: Performans Değerlendirmesi, Portfolyo |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 157 | ||
| Total Workload / 25 (h) | 6,28 | ||
| ECTS | 6 ECTS | ||