Misconceptions In Science Teaching
Science Teachig
Faculty of Education
First Cycle (Bachelor's Degree)
| Course Unit Title | Course Unit Code | Type of Course Unit | Level of Course Unit | Year of Study | Semester | ECTS Credits |
|---|---|---|---|---|---|---|
| Misconceptions In Science Teaching | FBO393 | Compulsory | Bachelor's degree | 3 | Spring | 3 |
Name of Lecturer(s)
Prof. Dr. Ahmet BİLGİN
Prof. Dr. Esma BULUŞ KIRIKKAYA
Associate Prof. Dr. Canan DİLEK EREN
Learning Outcomes of the Course Unit
1) Know meaningful learning and constructivism theory in science teaching.
2) Know the learning and teaching approaches that can be used in concept teaching.
3) Learn concept maps
4) Know concept cartoons.
5) Know the conceptual change texts and analogies.
6) Learn the causes of the misconceptions and suggestions for solutions.
Program Competencies-Learning Outcomes Relation
| Program Competencies | |||||||||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | ||
| Learning Outcomes | |||||||||||||||||||||
| 1 | No relation | Low | No relation | High | Low | Low | No relation | Low | No relation | Low | High | Low | No relation | Low | Low | Middle | No relation | Middle | Middle | High | |
| 2 | High | Low | No relation | High | Low | Low | No relation | Low | No relation | Low | High | Low | No relation | Low | Low | Middle | No relation | Middle | Middle | High | |
| 3 | High | Low | No relation | High | Low | No relation | No relation | Low | No relation | Low | High | Low | No relation | Low | Low | Middle | No relation | Middle | Middle | High | |
| 4 | High | Low | No relation | High | Low | No relation | No relation | Low | No relation | Low | High | Low | No relation | Low | Low | Middle | No relation | Middle | Middle | High | |
| 5 | High | Low | No relation | High | Low | No relation | No relation | Low | No relation | Low | High | Low | No relation | Low | Low | Middle | No relation | Middle | Middle | High | |
| 6 | High | Low | No relation | High | Low | No relation | No relation | Low | No relation | Low | High | Low | No relation | Low | Low | Middle | No relation | Middle | Middle | High | |
Mode of Delivery
Face to Face
Prerequisites and Co-Requisites
None
Recommended Optional Programme Components
Turkish
Course Contents
Theories of meaningful learning and constructivism in science teaching, cognitive learning and concept learning; basic concepts and misconceptions in science teaching; learning which can be used in concept teaching and teaching approaches, concept maps, conceptual cartoons, analogies, conceptual change texts; evaluation of conceptual learning process in science teaching; concept in science teaching The reasons for the misconceptions and the proposed solution.
Weekly Schedule
1) Theories of meaningful learning and constructivism in science teaching.2) Theories of meaningful learning and constructivism in science teaching
3) Cognitive learning and concept learning
4) Cognitive learning and concept learning
5) Basic concepts and misconceptions in science teaching
6) Basic concepts and misconceptions in science teaching
7) Learning and teaching approaches that can be used in concept teaching.
8) Midterm
9) Concept maps, conceptual cartoons, analogies, conceptual change texts
10) Concept maps, conceptual cartoons, analogies, conceptual change texts
11) Concept maps, conceptual cartoons, analogies, conceptual change texts
12) Evaluation of conceptual learning process in science teaching.
13) Evaluation of conceptual learning process in science teaching
14) Causes and solutions of concept misconceptions in science teaching.
15) Causes and solutions of concept misconceptions in science teaching.
16) Semester Final Exam
Recommended or Required Reading
1- Brown, D. E. ve Clement, J. (1987). Misconceptions concerning newton's law of action
reaction: the underestimated importance of the third law. Proceedings of the
Second International Seminar Misconceptions and Educational Strategies
in Science and Mathematics. Vol III, Cornell University, 39 – 54
2- Kuramdan Uygulamaya Fen ve Teknoloji Öğretimi, Salih Çepni, Pegem Akademi, 2008.
3- Fen Öğrenimi ve Öğretimi, Basri Atasoy, Asil Dağıtım, 2004
4- Clement, J. (1987). Overcoming students misconceptions in physics: the role of
anchoring intuitions and analogical validity. Proceedings of the Second
International Seminar Misconceptions and Educational Strategies in
Science and Mathematics. Vol III, Cornell University, 84 - 97
Planned Learning Activities and Teaching Methods
1) Lecture
2) Question-Answer
3) Discussion
4) Drill and Practice
5) Modelling
6) Role Playing
7) Group Study
8) Brain Storming
9) Case Study
10) Self Study
11) Problem Solving
12) Project Based Learning
Assessment Methods and Criteria
Contribution of Midterm Examination to Course Grade |
50% |
|---|---|
Contribution of Final Examination to Course Grade |
50% |
Total |
100% |
Language of Instruction
Turkish
Work Placement(s)
Not Required