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Course Information
Course Unit Title : Misconceptions and Conceptual Change Approach in Science Education
Course Unit Code : 05ILK5009
Type of Course Unit : Optional
Level of Course Unit : Second Cycle
Year of Study : Preb
Semester : 255.Semester
Number of ECTS Credits Allocated : 6,00
Name of Lecturer(s) : ---
Course Assistants :
Learning Outcomes of The Course Unit : Can transfer and apply his/her new knowledge to multidisciplinary areas
Can transfer the research methods and techniques to his/her own stuies
can thinkscientific and analytically
can detect and remove his-her students' misconceptions using the latest scientifical methods
Mode of Delivery : Face-To-Face
Prerequisities and Co-requisities Courses : Unavailable
Recommended Optional Programme Components : Unavailable
Course Contents : The students who got this lesson will be able to know what the misconception is, misconceptions' causes, the latest ways of the identifying of students' misconceptions, the latest theoric and practical ways of removing misconceptions. The students will be able to conduct research studies on misconceptions on science concepts.
Languages of Instruction : Turkish-English
Course Goals : the same of course contributions
Course Aims : The students who took this lesson are expected to reach theorical knowledge and application level;
Features of the misconceptions, how a misconception existing,
Features of the latest research and teaching methods using to detect the misconceptions,
Critical points of latest researches and teaching methods using to eliminate misconceptions,
Conceptual Change approaches, analogies, conceptual change texts, reputation texts,
WorkPlacement  
Recommended or Required Reading
Textbook : Will be distributed during the lessons.
Additional Resources : PEKEL F.O. 2005 DNA, Gen Koromozom KAvramlarının Öğretiminde KAvramsal Değişim Yaklaşımının Etkinliğinin İncelenmesi, Atatürk University, Institue of Science, Biology Education, Unpublished PhD Thesis.

Bahar M, 2003 Misconceptions in Biology education and Conceptual Change Strategies KUYEB 3(1), 27-64.

Özlem Sıla Çakır, Ömer Geban, Nejla Yürük (2002). Effectiveness of conceptual change text-oriented instruction on students" understanding of cellular respiration concepts.. Biochemistry and Molecular Biology Education, 30(239-243).
Material Sharing
Documents :
Assignments :
Exams :
Additional Material :
Planned Learning Activities and Teaching Methods
Lectures, Practical Courses, Presentation, Seminar, Project, Laboratory Applications (if necessary)
ECTS / Table Of Workload (Number of ECTS credits allocated)
Student workload surveys utilized to determine ECTS credits.
Activity :
Number Duration Total  
Course Duration (Excluding Exam Week) :
14 3 42  
Time Of Studying Out Of Class :
14 4 56  
Homeworks :
5 10 50  
Presentation :
0 0 0  
Project :
0 0 0  
Lab Study :
0 0 0  
Field Study :
0 0 0  
Visas :
1 10 10  
Finals :
1 20 20  
Workload Hour (30) :
30  
Total Work Charge / Hour :
0  
Course's ECTS Credit :
0      
Assessment Methods and Criteria
Studies During Halfterm :
Number Co-Effient
Visa :
1 50
Quiz :
0 0
Homework :
5 50
Attendance :
0 0
Application :
0 0
Lab :
0 0
Project :
0 0
Workshop :
0 0
Seminary :
0 0
Field study :
0 0
   
TOTAL :
100
The ratio of the term to success :
50
The ratio of final to success :
50
TOTAL :
100
Weekly Detailed Course Content
Week Topics  
1 Differences of "term" and "concept", formatin of the learning
 
2 Concept teaching and it's stages
 
3 Strategies used in concept teaching
 
4 Misconceptions frequently faced in science issues in scientific lierature.
 
5 Examining methods and techniques used to eliminate science misconceptions.
 
6 Probing scientific research articles whic in used analogies, constructing analogies,
 
7 Probing Guess, Observe, Explain
 
8 Preparing education materials using POE (Prediction-Observation-Explanation)technique
 
9 Probing science education articles in which conceptual change texts used
 
10 Constructing conceptual change texts
 
11 Probing the scientific researches in which grid thechnique used
 
12 Constructing communication grids in science issues.
 
13 Examining latest science education reasearches using TDA technique
 
14 Constructing TDA tools for science issues
 
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