COURSE SYLLABUS

MISCONCEPTS IN SCIENCE EDUCATION

1	Course Title:	MISCONCEPTS IN SCIENCE EDUCATION
2	Course Code:	FEN0003
3	Type of Course:	Optional
4	Level of Course:	First Cycle
5	Year of Study:	2
6	Semester:	3
7	ECTS Credits Allocated:	4
8	Theoretical (hour/week):	2
9	Practice (hour/week) :	0
10	Laboratory (hour/week) :	0
11	Prerequisites:
12	Recommended optional programme components:	None
13	Language:	Turkish
14	Mode of Delivery:	Face to face
15	Course Coordinator:	Doç. Dr. NERMİN BULUNUZ
16	Course Lecturers:
17	Contactinformation of the Course Coordinator:	Doç. Dr. Nermin Bulunuz. Eğitim Fakültesi, E Blok, No:237. Görükle Bura. Dahili Tel. 42238
18	Website:
19	Objective of the Course:	The objectives of this lesson are: 1. What is misconception to prospective teachers who will be science teachers; 2. What are the negative effects on students' cognitive development; 3. What are the most common misconceptions of students in Science classes; 4. What are the conceptual change methods that can be used in the classroom to eliminate these errors; 5. How conceptual change methods can be used by Science teachers in lessons; 6. To teach a science teacher what methods he can use to detect misconceptions in his students and 7. To give examples of domestic and foreign research on this subject.
20	Contribution of the Course to Professional Development

Learning Outcomes:

1	Learning the basic concept information.;
2	Understanding how do we learn concepts.;
3	To be able to learn the concept of change theory (CCT) and the 4 conditions of organizing knowledge in our minds according to CCT.;
4	What is the misconception? What are the reasons? ;
5	What are the negative effects of misconceptions on students?;
6	What are the techniques to identify common misconceptions in students?;
7	To learn learning and teaching approaches that can be used in teaching concepts and overcoming misconceptions.;
8	69/5000 To be able to comprehend learning stations from conceptual change methods.;
9	42/5000 Concept maps, Concept cartoons,;
10	To be able to examine the recent researches and articles written in our country in the field of misconceptions in science teaching.;

22	Course Content:

Week	Theoretical	Practical
1	First Meeting. Introducing the course and giving information about the course content.
2	What is concept? How do we learn concepts? (Piaget, Vygotsky, & Kuhn) Conceptual change thoery.
3	What is misconception? What are the reasons of misconceptions? What are the negative effects of misconceptions on students?
4	Examination of the most common misconception examples at different grade levels in the Science program by giving examples from the researches in this field.
5	Methods of detecting misconceptions: • Prediction-Observation-Description (TGA, TAGA), What I know, What I want to learn, What I learned
6	Methods of detecting misconceptions: • Formative probe questions, • Examining examples of formative assessment probes prepared at different grade levels.
7	Misconceptions Methods to overcome misconceptions: Learning stations
8	Misconceptions Methods to overcome misconceptions: Learning stations Examination of article samples written about learning stations. • Concept maps, -What is it used for? -How to draw? How is it evaluated?
9	Methods for clearing misconceptions: Concept cartoons,
10	Methods for clearing misconceptions: • Conceptual change texts (KDM), one of the methods to overcome misconceptions. • Examining (KDM) examples and reminding how they are used in the KDM classroom environment.
11	88/5000 Methods for clearing misconceptions: Analogies, Semantic Analysis Tables (ACT)
12	62/5000 Methods for clearing misconceptions: Concept Networks (KA)
13	113/5000 Examination of research examples in which methods of eliminating misconceptions are used through articles.
14	General evaluation of the semester & Getting students' feedback about the course.

23	Textbooks, References and/or Other Materials:	1. Bulunuz, N. (2006). Understanding of Earth and Space Science Concepts: Strategies for Concept Building in Elementary Teacher Preperation. Doktora Tezi, Georgia State Universitesi, Atlanta,USA. 2. Gödek, Y., Polat, D., & Kaya, V.H. (2018). Fen Bilgisi öğretiminde Kavram Yanılgıları: Kavram yanılgılarının tespiti-Giderilmesi ve Uygulamalı örnekler. Pegem Akademi, Ankara. 3. Ülgen, G. (2004). Kavram Geliştirme, Kuramlar ve Uygulamalar, Nobel Yayıncılık, Ankara. 4. Kuhn ,T. (1970). Bilimsel Devrimlerin Yapısı.
24	Assesment

TERM LEARNING ACTIVITIES	NUMBER	PERCENT
Midterm Exam	1	30
Quiz	0	0
Homeworks, Performances	1	10
Final Exam	1	60
Total	3	100
Contribution of Term (Year) Learning Activities to Success Grade		40
Contribution of Final Exam to Success Grade		60
Total		100
Measurement and Evaluation Techniques Used in the Course
Information

ECTS / WORK LOAD TABLE

Activites	NUMBER	TIME [Hour]	Total WorkLoad [Hour]
Theoretical	14	2	28
Practicals/Labs	0	0	0
Self Study and Preparation	5	10	50
Homeworks, Performances	1	10	10
Projects	0	0	0
Field Studies	0	0	0
Midtermexams	1	10	10
Others	0	0	0
Final Exams	1	15	15
Total WorkLoad			113
Total workload/ 30 hr			3,77
ECTS Credit of the Course			4

CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS

	PQ1	PQ2	PQ3	PQ4	PQ5	PQ6	PQ7	PQ8	PQ9	PQ10	PQ11	PQ12	PQ13	PQ14	PQ15	PQ16
LO1	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0
LO2	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0
LO3	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0
LO4	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0
LO5	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0
LO6	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0
LO7	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0
LO8	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0
LO9	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0
LO10	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0

LO: Learning Objectives

PQ: Program Qualifications

Contribution Level:

1 Very Low

2 Low

3 Medium

4 High

5 Very High