PGÖ711 Concept Teaching Approach

6 ECTS - 3-0 Duration (T+A)- . Semester- 3 National Credit

Information

Code PGÖ711
Name Concept Teaching Approach
Term 2024-2025 Academic Year
Semester . Semester
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


Course Goal / Objective

The aim of this course is to get information about concepts and concept formation, concept acquisition, basic approaches, concepts, principles, and methods related to concept learning and concept teaching, and to apply the acquired knowledge by analyzing a basic concept in a course content.

Course Content

This course comprises information about the structure of concepts and categories, concept types, concept formation, concept acquisition, concept learning approaches, content elements of the concept and concept teaching models, micro-level content organization concepts, principles, and methods for concept teaching.

Course Precondition

None

Resources

Coşkun, M. (2011). Kavram öğretimi. Karahan Kitabevi.

Notes

Dale, H. Schunk (2009). Öğrenme teorileri eğitimsel bir bakışla, 5. Baskıdan Çeviri (Çeviri Editörü: Muzaffer Şahin). Ankara: Nobel Yayın Dağıtım. Ormrod, J. E. (2008). Human learning (5th ed.), USA: Pearson Merrill Prentice Hall.


Course Learning Outcomes

Order Course Learning Outcomes
LO01 Explain the relationship between concept and category.
LO02 Explains the content elements that make up a concept.
LO03 Explains the importance of the content components of the concept in terms of teaching.
LO04 Explain the difference between concept acquisition and concept formation.
LO05 Compare classical, prototype, exemplary and theory-based concept learning approaches in terms of their basic features.
LO06 Identify the common features of basic concept teaching approaches.
LO07 Examines an empirical research on misconceptions and conceptual change in terms of the elements of the concept.
LO08 Establish a relationship between concept and representation.
LO09 He/she analyzes a concept chosen in his/her own branch in terms of content components.
LO10 Determine the relationship between concept definition and concept image.


Relation with Program Learning Outcome

Order Type Program Learning Outcomes Level
PLO01 Bilgi - Kuramsal, Olgusal On the basis of the BA degree qualifications improves his/her knowledge in thecurriculum and instruction field at the level of expertise. 5
PLO02 Bilgi - Kuramsal, Olgusal Understands the multi-dimensional causes of a problem and evaluates the problem as a whole 3
PLO03 Bilgi - Kuramsal, Olgusal Analyzes a scientific article in the field of curriculum and instruction 5
PLO04 Beceriler - Bilişsel, Uygulamalı Uses the theoretical and practical knowledge s/he gained at the level of expertise in the field of curriculum and instruction 3
PLO05 Beceriler - Bilişsel, Uygulamalı Uses and develops individual assessment techniques for examining curriculum and instruction 4
PLO06 Beceriler - Bilişsel, Uygulamalı Solves a problem in the context of curriculum and instruction in a scientific perspective. 3
PLO07 Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği Guides the graduates of the field of curriculum and instruction within the framework of the knowledge and experiences that specialized training provides. 2
PLO08 Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği Gains knowledge and experience about the applications which can make the field of expertise functional in educational field. 4
PLO09 Yetkinlikler - Öğrenme Yetkinliği Integrates the theoretical knowledge within the scope of the field of curriculum and instruction with the field of application. 3
PLO10 Yetkinlikler - Öğrenme Yetkinliği Takes responsibility for solving the problems at the local and national level during the curriculum and instruction-oriented applications.
PLO11 Yetkinlikler - İletişim ve Sosyal Yetkinlik Communicates effectively and properly with students, teachers, school administrators, and members of families and working group.
PLO12 Yetkinlikler - İletişim ve Sosyal Yetkinlik Has a good command of foreign language to be able to follow the foreign resources related to the field. 5
PLO13 Yetkinlikler - İletişim ve Sosyal Yetkinlik Informs his/her colleagues about the processes regarding the field of expertise and conclusions reached. 3
PLO14 Yetkinlikler - İletişim ve Sosyal Yetkinlik Uses the different statistical techniques and information and communication technologies that s/he needs in the field of expertise.
PLO15 Yetkinlikler - İletişim ve Sosyal Yetkinlik Provides the support of the institution employees to make the applications concerning educational sciences successful.
PLO16 Yetkinlikler - Alana Özgü Yetkinlik Identifies the sources of the problems in the field of educational sciences and contributes to the solution of these problems.
PLO17 Yetkinlikler - Alana Özgü Yetkinlik Provides the cooperation of all partners in educational environment stating the necessity of the field of expertise.
PLO18 Yetkinlikler - Alana Özgü Yetkinlik Assesses the necessities which reveal through the applications related to the field of expertise in a critical way. 4
PLO19 Yetkinlikler - Alana Özgü Yetkinlik Develops internalized knowledge in the field of expertise and the related disciplines at the level of expertise. 5
PLO20 Yetkinlikler - Alana Özgü Yetkinlik Makes prediction about the partner behaviors through the applications concerning the field of expertise.


Week Plan

Week Topic Preparation Methods
1 Introducing the lesson content Reading recommended books and paper Öğretim Yöntemleri:
Anlatım, Soru-Cevap
2 Types of scientific knowledge (Fact, concept, principle, law, theory, hypothesis, assumption) Concept and category relationship Reading recommended books and paper Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
3 Concept structure (relevant chapters from Soner Akşehirli's doctoral thesis, part of the "logic of terms" chapter in Doğan Özlem's logic book). Reading recommended books and paper Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
4 Concept formation and concept learning approaches (classical, prototype, exemplary and theory-based) Reading recommended books and paper Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
5 Content components of the concept (Definition, attributes, example, and non-example, concept hierarchy)1 Reading recommended books and paper Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
6 Content components of the concept (Definition, attributes, example, and non-example, concept hierarchy)2 Reading recommended books and paper Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
7 Classification errors (Under-generalization, over-generalization, misconception) Reading recommended books and paper Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
8 Term Exams Ölçme Yöntemleri:
Performans Değerlendirmesi, Ödev
9 Concept teaching approaches Reading recommended books and paper Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
10 Materials used in concept teaching Prepare a presentation by researching relevant resources and articles Öğretim Yöntemleri:
Tartışma, Grup Çalışması, Proje Temelli Öğrenme
11 Misconceptions and elimination of misconceptions Prepare a presentation by researching relevant resources and articles Öğretim Yöntemleri:
Tartışma, Proje Temelli Öğrenme , Grup Çalışması
12 Conceptual change and its importance in concept teaching Prepare a presentation by researching relevant resources and articles Öğretim Yöntemleri:
Tartışma, Grup Çalışması, Proje Temelli Öğrenme
13 Concept image and concept definition and their role in concept learning Concept learning/teaching-representation relationship, function of representations in concept learning Prepare a presentation by researching relevant resources and articles Öğretim Yöntemleri:
Tartışma, Grup Çalışması, Proje Temelli Öğrenme
14 Content analysis of a micro-level concept and preparation for instruction1 Prepare a presentation by researching relevant resources and articles Öğretim Yöntemleri:
Tartışma, Proje Temelli Öğrenme
15 Content analysis of a micro-level concept and preparation for instruction2 Prepare a presentation by researching relevant resources and articles Öğretim Yöntemleri:
Tartışma, Problem Çözme
16 Dönem proje ödevi raporlarının sunumu Writing and handing the report Öğretim Yöntemleri:
Proje Temelli Öğrenme
17 Term Assesssment Preparation of the report Ölçme Yöntemleri:
Performans Değerlendirmesi, Portfolyo


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

Update Time: 09.05.2024 09:49