COURSE UNIT TITLE

: MISCONCEPTIONS TOWARDS SCIENCE CONCEPTS IN SCIENCE EDUCATION

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
IFE 5032 MISCONCEPTIONS TOWARDS SCIENCE CONCEPTS IN SCIENCE EDUCATION COMPULSORY 3 0 0 8

Offered By

Science Teacher Education

Level of Course Unit

Second Cycle Programmes (Master's Degree)

Course Coordinator

PROFESSOR DOCTOR SUAT TÜRKOGUZ

Offered to

Science Teacher Education

Course Objective

Displaying the role of concept and teaching concept in science education, drawing attention about misconception, determining misconceptions towards some science concepts in science and technology course and developing activities removing these misconceptions.

Learning Outcomes of the Course Unit

1   Students will state the definition of concept in science education, to use techniques about teaching concept and to explain the definition of misconception,
2   Students will examine studies towards methods and techniques removing misconceptions,
3   Students will compare statistical data about misconceptions towards science education in Türkiye and all of the world,
4   Students will examine studies towards misconceptions about some science concepts in science and technology course of primary school.
5   Students will develop activities removing misconceptions about some science concepts in science and technology course of primary school.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Introduction to misconceptions, concept and concept teaching
2 Researches and methods towards removing of misconceptions in science education
3 Comparing studies about misconceptions in Türkiye and the World
4 Determining students misconceptions Atom, Element, Compound and Molecule concepts and designing activities towards removing of these misconceptions
5 Determining students misconceptions about Physical-Chemical Changes and States of Matter concepts and designing activities towards removing of these misconceptions
6 Determining students misconceptions about Solubility, Melting, Ionic-Covalent Bonds, Acid-Base concepts and designing activities towards removing of these misconceptions
7 Determining students misconceptions about Solubility, Melting, Ionic-Covalent Bonds, Acid-Base concepts and designing activities towards removing of these misconceptions
8 Determining students misconceptions about Heat-Temperature and Conductive-Insulative concepts and designing activities towards removing of these misconceptions
9 Determining students misconceptions about Force-Motion and Simple Machines" concepts and designing activities towards removing of these misconceptions
10 Determining students misconceptions about Electricity and Magnetism" concepts and designing activities towards removing of these misconceptions
11 Determining students misconceptions about Light and Sound" concepts and designing activities towards removing of these misconceptions
12 Determining students misconceptions about Gene and Heritage" concepts and designing activities towards removing of these misconceptions
13 Determining students misconceptions about Biological Cell" concepts and designing activities towards removing of these misconceptions
14 Determining students misconceptions about Biological Systems" concepts and designing activities towards removing of these misconceptions
15 Project Presentation
16 Evaluation of Homework and Presentations

Recomended or Required Reading

Barke, H.D., Hazari, A. And Yitbarek, S. (2009). Misconceptions In Chemistry, Springer-Heidelberg, Germany.
Rhoton, J. And Shane, P. (2006). Teaching Science In The 21st Century, NSTA Press.
Sears, J. and Sorensen, P. (2000). Issues in Science Teaching, R. Falmer Press.

Planned Learning Activities and Teaching Methods

Homework, portfolio, term work scores in semester, term report, study report.

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 ASG ASSIGNMENT
2 PRS PRESENTATION
3 FCG FINAL COURSE GRADE ASG * 0.50 + PRS * 0.50


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

Further Notes About Assessment Methods

Due to Covid-19, the courses have been given by distance education since March 16, 2020. For this reason, it is deemed appropriate to carry out measurement-evaluation processes in accordance with the conditions of distance education. Measurement and evaluations are planned to be made based on homework, presentation and video data individually according to technology and internet facilities. If deemed necessary, it can be used based on scores in oral exams through interviews with distance education opportunities.

Assessment Criteria

Due to Covid-19, the courses have been given by distance education since March 16, 2020. For this reason, it is deemed appropriate to carry out measurement-evaluation processes in accordance with the conditions of distance education. Measurement and evaluations are planned to be made based on homework, presentation and video data individually according to technology and internet facilities. If deemed necessary, it can be used based on scores in oral exams through interviews with distance education opportunities.

Language of Instruction

Turkish

Course Policies and Rules

1. It is obligated to continue to at least 70% of lessons .
2. Behaviours such as copying in exams, clashing and making intials in the publications will be concluded with the opening of a disciplinary investigation.
3. The instructor has right to make quizzes. The scores obtained from quizzes will be directly added to exam scores.

Contact Details for the Lecturer(s)

suat.turkoguz@gmail.com

Office Hours

Tuesday-16.00, Thursday-16.00

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 14 3 42
Preparations before/after weekly lectures 14 5 70
Project Preparation 1 20 20
Preparing report 1 20 20
Preparing assignments 1 20 20
Preparing presentations 1 20 20
Project Assignment 1 3 3
Final Assignment 1 3 3
TOTAL WORKLOAD (hours) 198

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6
LO.1545
LO.2545
LO.3545
LO.4545
LO.5545