| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | SÖB6025 | MISCONCEPTIONS AND SOLUTIONS IN PRIMARY SCHOOL SCIENCE | Compulsory | 1 | 1 | 5 |
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| Level of Course Unit |
| Second Cycle |
| Objectives of the Course |
| The aim of this course ; The causes of the existing misconceptions among students about science topics , to understand how they are identified and to have knowledge about teaching approaches that can be used mAlArIndA eliminate these misconceptions and science of teaching should be how they care . We have investigated students ' misconceptions about science concepts found in the literature of the subject and the development of appropriate solution methods are among the objectives of this course. |
| Name of Lecturer(s) |
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| Learning Outcomes |
| 1 | Understand the historical development of the concept of misconceptions . | | 2 | recognizes the importance of misconceptions in science education | | 3 | understand the misconceptions about the issues related to science education in the curriculum | | 4 | Understand the determination of the misconceptions about science education . | | 5 | Apply generating activities to identify the misconceptions in science curriculum | | 6 | how to eliminate the misconceptions in science education with application design |
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| Mode of Delivery |
| Formal Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| This course will be dealt with in the aforementioned concepts as follows: • What misconceptions? • What are the reasons for the formation of misconceptions? • Teacher , what is the impact of the misconceptions the students of the use of textbooks and preparation ? • How can it be identified misconceptions ? • examples of misconceptions about science topics • What teaching approaches can be used to eliminate the misconceptions? • How you can use this approach to teaching in the classroom ? |
| Weekly Detailed Course Contents |
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| 1 | to inform the students about the content and purpose of the course | | | | 2 | Identifying the misconceptions | | | | 3 | Examining the reasons for the formation of misconceptions in science education
| | | | 4 | Dealing with the impact of the misconceptions in science teacher education | | | | 5 | Dealing with the impact of textbooks misconceptions in science education | | | | 6 | Scrutiny of the approaches used in removing the misconceptions in science education | | | | 7 | Scrutiny of the approaches used in removing the misconceptions in science education | | | | 8 | Middle exam+4th grade science and technology curriculum in examining misconceptions | | | | 9 | 4th grade science and technology curriculum in examining misconceptions | | | | 10 | 5th grade science and technology curriculum in examining misconceptions | | | | 11 | 6th grade science and technology curriculum in examining misconceptions | | | | 12 | 7th grade science and technology curriculum in examining misconceptions | | | | 13 | 8th grade science and technology curriculum in examining misconceptions | | | | 14 | Conclusion | | | | 15 | Final Exam | | | | 16 | | | |
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| Recommended or Required Reading |
| [1] Fraser B. J., Biddle B. J., Tobin K. G., Godd T. L., Goodson I. F. (1998) International handbook of science education, Springe
[2] Balcı A. (2007) Karşılaştırmalı Eğitim Sistemleri, Pegem Yayıncılık
[3] Erginer, A. (2006). Avrupa Birliği Eğitim Sistemleri Türkiye Eğitim Sistemiyle Karşılaştırmalar. Pegem A Yayıncılık, Ankara |
| Planned Learning Activities and Teaching Methods |
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| Assessment Methods and Criteria | |
| SUM | 0 | |
| SUM | 0 | | Yarıyıl (Yıl) İçi Etkinlikleri | 40 | | Yarıyıl (Yıl) Sonu Etkinlikleri | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
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| Workload Calculation |
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| Midterm Examination | 1 | 2 | 2 |
| Final Examination | 1 | 2 | 2 |
| Attending Lectures | 14 | 3 | 42 |
| Self Study | 14 | 3 | 42 |
| Individual Study for Homework Problems | 14 | 3 | 42 |
| Individual Study for Mid term Examination | 1 | 5 | 5 |
| Reading | 14 | 2 | 28 |
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| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 4 | 5 | 4 | 5 | 4 | 5 | 5 | 4 | 4 | 4 | 3 | 4 | | LO2 | 5 | 4 | 5 | 5 | 5 | 4 | 5 | 5 | 4 | 3 | 4 | 4 | | LO3 | 5 | 5 | 4 | 3 | 4 | 4 | 5 | 4 | 3 | 4 | 5 | 4 | | LO4 | 3 | 4 | 5 | 3 | 3 | 4 | 5 | 4 | 3 | 4 | 4 | 5 | | LO5 | 4 | 3 | 5 | 5 | 4 | 4 | 5 | 4 | 4 | 4 | 5 | 4 | | LO6 | 3 | 3 | 4 | 3 | 4 | 4 | 4 | 4 | 3 | 4 | 4 | 4 |
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| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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