TÜRKÇE
ENGLISH
Information
| Code | FBE711 |
| Name | |
| Term | 2022-2023 Academic Year |
| Term | Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. SEDAT UÇAR |
| Course Instructor |
1 |
Course Goal / Objective
In this course, theories of concept change and their applications in teaching will be analyzed systematically.
Course Content
Teories of conceptual change and applications.
Course Precondition
None
Resources
Articles
Notes
International Handbook of Research on Conceptual Change Edited By Stella Vosniadou (2013)
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explain the theories of concept change |
| LO02 | Makes applications of concept change theories in science lessons |
| LO03 | Compare conceptual change models |
| LO04 | Criticize the science curriculum from the conceptual change model perspective |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Define and apply scientific research and analysis methods used in science | |
| PLO02 | Bilgi - Kuramsal, Olgusal | Has basic knowledge and skills related to Science Education. | |
| PLO03 | Bilgi - Kuramsal, Olgusal | Explains the development and learning theories within the scope of science education. | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Describes instructional strategies, methods and techniques on the level of expertise on the basis of undergraduate qualifications. | |
| PLO05 | Bilgi - Kuramsal, Olgusal | Explains the interaction between disciplines related to the field. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Explains the knowledge in the subject areas of science education at the level of expertise. | 5 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Relate knowledge of science education with information in different fields. | |
| PLO08 | Bilgi - Kuramsal, Olgusal | Apply the theoretical and practical knowledge in the field of expertise | |
| PLO09 | Bilgi - Kuramsal, Olgusal | Criticize the practices related to science education at national and international level. | 5 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Plans and conducts a scientific research. | |
| PLO11 | Bilgi - Kuramsal, Olgusal | Apply teaching methods and techniques on the basis of undergraduate qualifications. | |
| PLO12 | Bilgi - Kuramsal, Olgusal | Manages a study that requires expertise in the field independently. | |
| PLO13 | Bilgi - Kuramsal, Olgusal | Makes teamwork or leadership in situations that require resolution of problems related to the field. | |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | Questions scientific and social issues with new perspectives. | 5 |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | Carries out studies in the field of lifelong learning. | |
| PLO16 | Beceriler - Bilişsel, Uygulamalı | Follow technological developments. | |
| PLO17 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Provides a scientific study in the field of science education, supported by qualitative and quantitative data, in writing, orally and visually, to experts or non-specialists. | 5 |
| PLO18 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Uses information and communication technologies effectively | |
| PLO19 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Use the languages of the European language portfolio to understand the information in the field and to communicate verbally and in writing | |
| PLO20 | Yetkinlikler - Öğrenme Yetkinliği | Acts in accordance with social, scientific, cultural and ethical values when conducting a scientific research or project or interpreting a study. | 4 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction, sylbus | No preliminary preparation | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 2 | What is conceptual learning? | Posner, G. J., & Strike, K. A. (1976). A categorization scheme for principles of sequencing content. Review of Educational Research, 46, 665-690. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Misconception | Duit, R. (1991). On the role of analogies and metaphors in learning science. Science Education, 75, 649-672. Duit, R. (1999). Conceptual change approach in science education. In W. Schnotz, S. Vosniadou & M. Carretero (Eds.), New perspectives on conceptual change. Oxford, UK: Elsevier Science Ltd. Duit, R., Roth, W.-M., Komorek, M., & Wilbers, J. (2001). Fostering conceptual change by analogies-between Scylla and Charybdis. Learning and Instruction, 11, 283-303. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Posner-Strike model | Strike, K. A., & Posner, G. J. (1992). A revisionist theory of conceptual change. In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice. Albany, NY: State University Press of New York. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Posner-Strike model and science education | Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167-199. | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Tartışma |
| 6 | diSessa p-prim model | diSessa, A. A. (1988). Knowledge in pieces. In G. Forman & P. B. Pufall (Eds.), Constructivism in the computer age (pp. 49-70). Hillsdale, NJ: Lawrance Erlbaum. diSessa, A. A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10(2&3), 105-225. | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 7 | diSessa p-prim model and science education | diSessa, A. A. (2002). Why "conceptual ecology" is a good idea. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 29-61). Dordrecht, Netherlands: Kluwer Academic Publisher. diSessa, A. A., & Sherin, B. L. (1998). What changes in conceptual change? International Journal of Science Education, 20(10), 1155-1191. | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 8 | Mid-Term Exam | Ölçme Yöntemleri: Proje / Tasarım |
|
| 9 | Vosniadou model | Vosniadou, S., & Brewer, W. F. (1987). Theories of knowledge restructuring in development. Review of Educational Research, 57(1), 51-67. Vosniadou, S., & Brewer, W. F. (1992). Mental models of the Earth: A Study of conceptual change in childhood. Cognitive Psychology, 24(4), 535-585. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | Vosniadou model and science education | Vosniadou, S. (2001a). Designing learning environments to promote conceptual change in science. Learning and Instruction, 11(4-5), 381-419. Vosniadou, S. (2001b). What can persuasion research tell us about conceptual change that we did not already know. International Journal of Educational Research, 35(7-8), 731-737. Vosniadou, S., & Brewer, W. F. (1987). Theories of knowledge restructuring in development. Review of Educational Research, 57(1), 51-67. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | Chi's model | Chi, M. T. H., & Roscoe, R. D. (2002). The processes and challenges of conceptual change. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 3-29). Dordrecht, Netherlands: Kluwer Academic Publisher. Chi, M. T. H., & Slotta, J. D. (1993). The ontological coherence of intuitive physics. Cognition and Instruction, 10(2&3), 249-260. Chi, M. T. H., Slotta, J. D., & Leeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Hewson's model | Hewson, P. W., & Hewson, M. G. A. B. (1984). The role of conceptual conflict in conceptua | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Tartışma |
| 13 | Hewson's model and science education | Hewson, P. W., & Lemberger, J. (2000). Status as the hallmark of conceptual learning. In R. Millar, J. Leach & J. Osborne (Eds.), Improving science education: The contribution of research. Buckingham, Philadelphia: Open University Press. Hewson, P. W., & Thorley, N. R. (1989). The conditions of conceptual change in the classroom. International Journal of Science Education, 11(Special issue), 541-553. | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Tartışma |
| 14 | Comparison of conceptual change model | To create a table which include all four model | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Anlatım |
| 15 | Analysis of science educaiton curriculum | MoNE science curriculum | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 16 | Term Exams | prapare to exam | Ölçme Yöntemleri: Proje / Tasarım |
| 17 | Term Exams | prapare to exam | Ölçme Yöntemleri: Performans Değerlendirmesi |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 157 | ||
| Total Workload / 25 (h) | 6,28 | ||
| ECTS | 6 ECTS | ||