TÜRKÇE
ENGLISH
Information
| Code | FENS221 |
| Name | Misconceptions in Science Teaching |
| Term | 2024-2025 Academic Year |
| Semester | 3. 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 |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Doç. Dr. ÖZGECAN TAŞTAN KIRIK |
| Course Instructor |
1 |
Course Goal / Objective
At the end of this course, students will be able to learn what misconceptions are in science education, the ways of revealing and eliminating them by examining the researches in the related literature.
Course Content
What is misconception, sources of misconceptions, Concept Teaching and Conceptual Change, methods used in diagnosing misconceptions (concept diagnostic tests, written interview, interview, drawing, concept cartoon, concept map, analogy), methods of eliminating misconceptions
Course Precondition
There is no preliminary preparation.
Resources
Gödek, Y. Polat, D., & Kaya, V.H. F. (2018). Misconceptions in science teaching. Ankara: Pegem Akademi.
Notes
Tsaparlis, G. & Sevian, H. (2013). Concepts of Matter in Science Education. Springer
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Defines misconception. |
| LO02 | Explains the conceptual change model. |
| LO03 | Explain the strategies used to diagnose misconceptions. |
| LO04 | Explain the strategies used in eliminating misconceptions. |
| LO05 | Uses at least 2 techniques, one qualitative and one quantitative, to reveal the misconceptions of secondary school students in a subject selected from the science program. |
| LO06 | Present an article written about misconception diagnosis methods. |
| LO07 | Explain the cognitive learning teaories. |
| LO08 | Evaluate materials developed to eliminate misconceptions in middle school science classes. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Explains the basic concepts and relationships between concepts in science. | 5 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Explains the basic concepts of effective classroom management. | |
| PLO03 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Recognizes students´ developmental and learning characteristics and difficulties. | 3 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Explains programs, strategies, methods and techniques related to the science and technology teaching. | |
| PLO05 | Bilgi - Kuramsal, Olgusal | Explains application areas of science in everyday life. | 5 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Offers solutions to problem situations encountered in classroom management. | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Uses appropriate methods and techniques for the development of students´ critical thinking, creative thinking and problem solving skills. | |
| PLO08 | Bilgi - Kuramsal, Olgusal | Designs materials from the stuff around in accordance with the requirements of science and technology program and students. | |
| PLO09 | Bilgi - Kuramsal, Olgusal | Queries information in the field of science and technology using scientific methods . | 5 |
| PLO10 | Yetkinlikler - Öğrenme Yetkinliği | Uses laboratory according to science and technology program in an appropriate and efficient manner. | |
| PLO11 | Bilgi - Kuramsal, Olgusal | Applies contemporary teaching methods and techniques by which the student can construct their own knowledge. | |
| PLO12 | Bilgi - Kuramsal, Olgusal | Takes responsibility as an individual and as a team member to solve problems related to the field. | 3 |
| PLO13 | Beceriler - Bilişsel, Uygulamalı | Has life-long learning awareness. | |
| PLO14 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | 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. | 5 |
| PLO15 | Bilgi - Kuramsal, Olgusal | Uses information and communication technologies effectively. | 3 |
| PLO16 | Beceriler - Bilişsel, Uygulamalı | Uses English sufficiently to follow developments in science and technology education.s . | 4 |
| PLO17 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Sensitive to the agenda of the world and society events / developments . | |
| PLO18 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | 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 | Bilgi - Kuramsal, Olgusal | Has national and international sensibilities expressed in the Fundamental Law of National Education. | |
| PLO20 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Behaves in accordance with democracy, human rights, and social, scientific and proffesional ethical values | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | General information about the course and sharing the course syllabus | There is no preliminary preparation. | Öğretim Yöntemleri: Anlatım |
| 2 | Chapter 1 Introduction - How people learn; How we uncover, recognize and correct alternative conceptions in science | Book chapter summarization: Allen (2010) | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası |
| 3 | Article reading: Factors Affecting the Development of Children's Thinking about Science Concepts; Article reading: Identifying the characteristics of misconceptions in science teaching | Article summarization: Laçin Şimşek and Tezcan, 2008; Yağbasan and Gülçiçek, 2003 | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Article reading: Uncovering misconceptions using two-stage test and interview in science education | Article summarization: two-stage test and interview | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Article reading: Uncovering misconceptions in science education using three-step test and drawing | Article summarization: three-step test and illustration | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 6 | Article reading: Uncovering misconceptions using four-step test and open-ended questions in science education | Article summarization: three-step test and illustration | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Article summarization: four-step test and open-ended questions | Article summarization: Canpolat and Pinarbasi, 2002 | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | Reading book chapter and articles | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Conceptual change approach in science education-II | Duit, Treagust, D. & Widodo, A. (2013). Teaching science for conceptual change: Theory and practice. In International handbook of research on conceptual change (pp. 499-515). Routledge. | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 10 | Article reading: Discussion of studies on eliminating misconceptions in science education | Article summarization: Studies on the elimination of misconceptions | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 11 | Article summarization: Studies on the elimination of misconceptions | Makale özetleme: Kavram yanılgılarının giderilmesine yönelik yapılmış çalışmalar | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 12 | Determining 2 methods and designing the study to reveal misconceptions in a subject selected from 5th-8th grade science course | Review of national and international literature | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | Continued-Determining 2 methods and designing the study to reveal misconceptions in a selected subject from 5th-8th grade science course | Review of national and international literature | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | discussion of the data analysis part of the study | Writing the part of the study up to the Discussion section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 15 | Discussion about the Discussion Section of the study | Writing the Discussion section of the study | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 16 | Term Exams | Reading book chapter and articles | Ölçme Yöntemleri: Proje / Tasarım |
| 17 | Term Exams | Reading book chapter and articles | Ölçme Yöntemleri: Proje / Tasarım |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 2 | 28 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 3 | 42 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 10 | 10 |
| Final Exam | 1 | 20 | 20 |
| Total Workload (Hour) | 100 | ||
| Total Workload / 25 (h) | 4,00 | ||
| ECTS | 4 ECTS | ||