COURSE UNIT TITLE

: MISCONCEPTIONS IN SCIENCE TEACHING

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
FBE 5003 MISCONCEPTIONS IN SCIENCE TEACHING ELECTIVE 2 0 0 4

Offered By

Science Teacher Education

Level of Course Unit

First Cycle Programmes (Bachelor'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 course and developing activities removing these misconceptions.

Learning Outcomes of the Course Unit

1   Students are to state the definition of concept in science education, to use techniques about teaching concept and to explain the definition of misconception,
2   Students are to examine studies towards methods and techniques removing misconceptions,
3   Students are to compare statistical data about misconceptions towards science education in Türkiye and all of the world,
4   Students are to examine studies towards misconceptions about some science concepts in science course of primary school.
5   Students are develop activities removing misconceptions about some science concepts in science 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 Heat-Temperature and Conductive-Insulative concepts and designing activities towards removing of these misconceptions
8 Course overview, evaluation, and midterm exam
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-Final exam

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

Discussion, group work, lecture, question-answer, cooperative learning techniques

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTE Midterm Exam
2 DTK Other Activity
3 FN Semester final exam
4 BNS BNS Student examVZ * 0.30 + Student examDTK * 0.10 + FN * 0.60
5 BUT Make- up note
6 BBN End of make-up grade Student examVZ * 0.30 +Student examDTK * 0.10 + BUT * 0.60


Further Notes About Assessment Methods

The homeworks will be assessed by directly adding to the mid-term scores. The exam dates will be indicated in the lesson plan. As the exam dates become definite, the previously announced dates may change.

Assessment Criteria

Experiments, activities and applications related skills and knowledge will be assessed by students' presentation assignments, portfolios, experimental applications and projects

Language of Instruction

Turkish

Course Policies and Rules

1. It is obligated to continue to at least 70% of lessons .
2. Every trial to copying will be finalized with disciplinary proceedings.
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

Working hours in weekdays

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 14 2 28
Labratory 0 0 0
Preparations before/after weekly lectures 14 2 28
Preparation for midterm exam 1 8 8
Preparation for final exam 1 8 8
Preparing assignments 1 10 10
Preparing presentations 1 10 10
Final 1 4 4
Midterm 1 4 4
Quiz etc. 0 0 0
TOTAL WORKLOAD (hours) 100

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14
LO.155552223235353
LO.255555532325353
LO.355555553255252
LO.455525555255252
LO.555555555555353

CONTACT INFORMATION
Dokuz Eylül Üniversitesi Cumhuriyet Bulvarı No: 144 35210 Alsancak / İZMİR
Phone: +90(232) 412 12 12 - Fax: +90 (232) 464 81 35

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