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Information
| Code | FENS314 |
| Name | Misconceptions in Science Teaching |
| Term | 2024-2025 Academic Year |
| Semester | 6. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Doç. Dr. ÖZGECAN TAŞTAN KIRIK |
| Course Instructor |
1 |
Course Goal / Objective
The aim of thiscourse istomake studentsaware of the importance of identifying and elimination of misconceptionsin science teaching and to learn the ways of dealing withmisconceptionsthrough activities.
Course Content
What is misconception, misconception examplesin science, sources of misconceptions, concept teaching and conceptualchange, methods used to identifyand eliminate misconceptions, activitiesto elicit and remedy misconceptions
Course Precondition
none
Resources
Gödek, Y. Polat, D. ve Kaya, V.H. F. (2018). Fen bilgisi öğretiminde kavram yanılgıları. Ankara: Pegem Akademi.
Notes
Papers and theses on misconceptions
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. |
| LO05 | Explain the concept development processes. |
| LO06 | State the sources of misconceptions. |
| LO07 | Explain the cognitive learning teaories. |
| LO08 | Evaluate materials developed to eliminate misconceptions in middle school science classes. |
| LO09 | 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. |
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. | 4 |
| 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. | 5 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Explains programs, strategies, methods and techniques related to the science and technology teaching. | 4 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Explains application areas of science in everyday life. | |
| 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 . | |
| 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. | |
| PLO13 | Beceriler - Bilişsel, Uygulamalı | Has life-long learning awareness. | 5 |
| 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. | |
| PLO15 | Bilgi - Kuramsal, Olgusal | Uses information and communication technologies effectively. | 4 |
| PLO16 | Beceriler - Bilişsel, Uygulamalı | Uses English sufficiently to follow developments in science and technology education.s . | 3 |
| 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 | 4 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Informing about the course | There is no preliminary preparation. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | What is misconception, sources of misconceptions, conceptual change theory | Reading book chapter and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | methods used to identify misconceptions- multiple choice tests, two-tier tests | Reading book chapter and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | methods used to identifymisconceptions- three-tier tests, four-tier tests | Reading book chapter and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | methods used to identifymisconceptions- interviews, open-ended items | Reading book chapter and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 6 | methods used to identify misconceptions- drawing, word association tests | Reading book chapter and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | methods used to identifymisconceptions-concept map, structured communication grids, Diagnostic Branched Tree | Reading book chapter and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | Reading book chapter and articles | Ölçme Yöntemleri: Ödev, Performans Değerlendirmesi |
| 9 | methods to remedy misconceptions-conceptual change texts, refutational texts | Reading book chapter and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | methodsto remedymisconceptions-analogy, predict-observe-explain | Reading book chapter and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | methodsto remedymisconceptions-concept cartoons, computer supported instruction | Reading book chapter and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Student Presentations-1: Misconceptionsidentified in science | Literature review, preparing power point presentation | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | Student Presentations-2: Misconceptionsidentified in science | Literature review, preparing power point presentation | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | Student Presentations-3: Misconceptionsidentified in science | Literature review, preparing power point presentation | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 15 | methodsto remedymisconceptions-cooperative learning, inquiry-based learning | Reading book chapter and articles | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 16 | Term Exams-1 | Reading book chapter and articles | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams-2 | Reading book chapter and articles | Ölçme Yöntemleri: Yazılı Sınav |
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 | 2 | 28 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 8 | 8 |
| Final Exam | 1 | 24 | 24 |
| Total Workload (Hour) | 88 | ||
| Total Workload / 25 (h) | 3,52 | ||
| ECTS | 4 ECTS | ||