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Information
| Code | FBE712 |
| Name | Alternative Conceptions in Science Education |
| Term | 2024-2025 Academic Year |
| Term | Fall and 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 | Doç. Dr. ÖZGECAN TAŞTAN KIRIK |
| Course Instructor |
1 |
Course Goal / Objective
This course introduces students to science misconceptions, the ways to identify them and the strategies used to remedy them. The students will examine related research studies in each week and discuss them in the class.
Course Content
What is alternative conception, sources of alternative conceptions, conceptual change model, strategies to diagnose alternative conceptions (concept tests, open endend questions, interviews, drawings, concept cartoons, concept maps, analogy), strategies to remedy alternative conceptions
Course Precondition
none
Resources
Gödek, Y. Polat, D. ve Kaya, V.H. F. (2018). Fen bilgisi öğretiminde kavram yanılgıları. Ankara: Pegem Akademi.
Notes
Tsaparlis, G. & Sevian, H. (2013). Concepts of Matter in Science Education. Springer
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Define alternative conception. |
| LO02 | Explain conceptual change model. |
| LO03 | Describe strategies to diagnose alternative conceptions. |
| LO04 | Describe strategies to remedy alternative conceptions. |
| LO05 | Use at least two techniques (including both qualitative and quantitative) to identify middle school students' alternative conceptions related to a concept selected from science curriculum. |
| LO06 | Conduct a reseach study aiming to identify middle school students alternative conceptions related to science and report the study in an article format. |
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. | 3 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Describes instructional strategies, methods and techniques on the level of expertise on the basis of undergraduate qualifications. | 4 |
| 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. | 3 |
| 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. | |
| PLO10 | Bilgi - Kuramsal, Olgusal | Plans and conducts a scientific research. | 5 |
| PLO11 | Bilgi - Kuramsal, Olgusal | Apply teaching methods and techniques on the basis of undergraduate qualifications. | 5 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Manages a study that requires expertise in the field independently. | 5 |
| 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. | 4 |
| 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. | |
| PLO18 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Uses information and communication technologies effectively | 5 |
| 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 | 4 |
| 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. | 5 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Informing about the lesson and sharing the syllabus with the students. | There is no preliminary preparation. | Öğretim Yöntemleri: Anlatım |
| 2 | What is alternative conception; sources of alternative conceptions | Writing a summary of a book chapter: Allen (2010 | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası |
| 3 | Makale okuma: Fen eğitiminde iki aşamalı test ve görüşme kullanılarak kavram yanılgılarının ortaya çıkarılması | Writing the summary of the articles: Laçin Şimşek ve Tezcan, 2008; Yağbasan ve Gülçiçek, 2003 | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Reading Article: Identifying alternative conceptions in science by two-tier tests and interviews | Writing the summary of the articles: two-tier tests and interviews | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Reading Article: Identifying alternative conceptions in science by three-tier tests and drawing | Writing the summary of the articles: three-tier tests and drawing | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 6 | Reading Article: Identifying alternative conceptions in science by four-tier tests and open-ended questions | Writing the summary of the articles: four-tier tests and open-ended questions | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Reading Article: Conceptual change approach in science education-I: Theoretical basis | Writing the summary of the articles: (Canpolat and Pinarbaşı, 2002 | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Conceptual change approach in science education-II | Duit, Treagust, D. & Widodo, A. (2013). Teaching science for conceptual change: Theory and practice. In International handbook of research on conceptual change (pp. 499-515). Routledge. | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 9 | Reading Article: Dealing with alternative conceptions in science | Writing the summary of the articles: Dealing with alternative conceptions in science | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 10 | Cont'd- Reading Article: Dealing with alternative conceptions in science | Writing the summary of the articles: Dealing with alternative conceptions in science | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 11 | Continue from the previous week-Reading Article: Dealing with alternative conceptions in science | Writing the summary of the articles: Dealing with alternative conceptions in science | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 12 | Deciding 2 methods to identify alternative conceptions in science concepts at 5-8. grade levels and design a research study | Literature review | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | Continue- Deciding 2 methods to identify alternative conceptions in science concepts at 5-8. grade levels and design a research study | Literature review | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | Discussion about Data Analysis part of the study | Writing the reserch report til discussion part | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 15 | Discussion about Discussion part of the study | Writing the Discussion part of reserch report | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 16 | Term Exams-1 | final assignment | Ölçme Yöntemleri: Proje / Tasarım |
| 17 | Term Exams-2 | Final assignment | Ölçme Yöntemleri: Proje / Tasarım |
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 | ||