COURSE UNIT TITLE

: ELICITING UNDERSTANDING IN EDUCATIONAL STUDIES

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
EBE 6039 ELICITING UNDERSTANDING IN EDUCATIONAL STUDIES ELECTIVE 3 0 0 5

Offered By

Institute Of Education Sciences

Level of Course Unit

Third Cycle Programmes (Doctorate Degree)

Course Coordinator

Offered to

Educational Technologies
Geography Teacher Education
PAINTING- CRAFTS TEACHER EDUCATION
Educational Technology
Curriculum and Instruction
Social Studies Education
Preschool Education (PhD)
English Language Teacher Education
FRENCH LANGUAGE TEACHER EDUCATION
Primary Teacher Education
Turkish Language and Literature Teacher Education
Special Education
ELEMENTARY MATHEMATICS TEACHER EDUCATION
Mathematics Teacher Education
Chemistry Teacher Education
History Teacher Education
Physics Teacher Education
Guidance and Psychological Counseling
Music Teacher Education
Teaching Turkish As A Foreign Language
Educational Administration and Supervision
Science Teacher Education
Family Counseling and Education PhD
Biology Teacher Education
TURKISH LANGUAGE TEACHER EDUCATION

Course Objective

To inform students about the techniques used in identifying students conceptual understandings. Make them become familiar with the techniques. Make them apply a trial-small-scale investigation.

Learning Outcomes of the Course Unit

1   Learn how to use techniques in eliciting students conceptual understandings.
2   Identify, select and use appropriate techniques related to research design.
3   earn how to use techniques in eliciting students conceptual understandings

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Introduction, constructivist learning theory.
2 The nature of understanding, the relationship among constructivism-learning and conceptual understanding.
3 Misconceptions-alternative conceptions and basic terminology used in educational researches, the importance of such studies,
4 Open-ended written tests, multiple choice questions/with an explanatory section, two-tier tests, three-tier tests samples from national and international scientific studies.
5 Open-ended written tests, multiple choice questions/with an explanatory section, two-tiered tests, three-tiered tests, samples from national and international scientific studies.
6 Structured, semi-structured and unstructured interviews with Piaget s clinical interview, interview about instances and events, interview about concepts, samples from national and international scientific studies.
7 Predict-observe-explain technique, samples from national and international scientific studies. Essay topic: Conduct a small scale investigation in your department with graduate students; select a topic from your field and decide which technique(s) to be used in data collection.
8 Using concept mapping, V-diagrams, concept cartoons, drawings, fortune lines, samples from national and international scientific studies.
9 Using relational diagrams, word association, question production and novel techniques used in the related literature, samples from national and international scientific studies.
10 Discussion on essay topic for each individual about his/her plan to conduct the investigation, e.g. deciding the topic, selecting the technique for data collection, etc.
11 Evaluation of students trial investigations: developing the tool for data collection.
12 Evaluation of students trial investigations: analyzing the collected data.
13 Evaluation: Presentation of their studies results.
14 Evaluation: Presentation of their studies results.
15 Final exam

Recomended or Required Reading

1. Carmichael, P., Watts, M., Driver, R., Holding, B., Philips, I., and Twigger, D. (1990) Research on students conceptions on science: A bibliography. Leeds, Eng: Children s Learning in Science Research Group, University of Leeds.

2. Driver, R. (1997) The Application of Science Education Theories: A Reply to Stephen P. Norris and Tone Kvernbekk. Journal of Research in Science Teaching, 34 (10), 1007-1018.

3. Novak, J.D. & Gowin, D.B. (1984) Learning how to Learn. New York: Cambridge University Press.

Planned Learning Activities and Teaching Methods

Lectures, group work, and practice

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTEG MIDTERM GRADE
2 ASG ASSIGNMENT
3 FCG FINAL COURSE GRADE
4 FCG FINAL COURSE GRADE MTEG * 0.30 +ASG* 0.10 + FCG* 0.60
5 RST RESIT
6 FCGR FINAL COURSE GRADE (RESIT) MTEG * 0.30 + ASG * 0.10 + RST * 0.60


*** Resit Exam is Not Administered in Institutions Where Resit is not Applicable.

Further Notes About Assessment Methods

None

Assessment Criteria

Essay report related to small scale trial version investigation (50%) and a final exam (50%) constitute the course grade.

Language of Instruction

English

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

halil.aydin@deu.edu.tr

Office Hours

To be announced.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Guided problem solving 14 5 70
Preparation before/after weekly lectures 14 3 42
Preparing Individual Assignments 1 2 2
Individual study 6 2 12
TOTAL WORKLOAD (hours) 126

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13
LO.133
LO.233
LO.333

CONTACT INFORMATION
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Phone: +90(232) 412 12 12 - Fax: +90 (232) 464 81 35

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