Ordu University Lifelong Learning Programme

Description of Individual Course Units

Course Unit Code	Course Unit Title	Type of Course Unit	Year of Study	Semester	Number of ECTS Credits
FBE613-14	CONCEPT TEACHING IN SCIENCE EDUCATION	Compulsory	1	2	6

Level of Course Unit

Second Cycle

Objectives of the Course

To comprehend basic characteristics of concept development process; comprehending basic characteristics of concept teaching methods used in science education; getting knowledge of contemporary learning theories used in science education.

Name of Lecturer(s)

Doç Dr. Ayhan ÇİNİCİ

Learning Outcomes

1	comprehend the importance of concept teaching in science education
2	know to develop teaching material for concept teaching and use them
3	have theoretical and practical knowledge about learning theories used in science education
4
5

Mode of Delivery

Formal Education

Prerequisites and co-requisities

None

Recommended Optional Programme Components

None

Course Contents

Definition of the concept, concept development processes, concept teaching techniques using in science education, concept maps, semantic features analysis, knowledge maps, misconceptions, determination and remediation of misconceptions, conceptual change, refutational texts, learning theories, learning cycle approach, constructivism, multiple intelligence theory, concept cartoons

Weekly Detailed Course Contents

Week	Theoretical	Practice	Laboratory
1	Learning, teaching and instruction concepts
2	Definition, properties of the concept, importance of the concept development, examples
3	Formation of the concept, cognitive processes used in concept formation
4	Concept teaching in science education and the importance of concept teaching
5	Methods used in concept teaching, semantic feature analysis
6	Concept map, knowledge map, brain map, worksheets
7	Computer assisted concept teaching, animations, simulations
8	Alternative conceptions, diagnosing alternative conceptions, developing diagnostic instruments Mid-term exam
9	Conceptual change, cognitive conflict, conceptual change texts, refutational texts
10	Learning theories, Piaget and Bruners Learning theories and using them in science education
11	Gagne and Ausubels Learning theories, Learning cycle approach
12	Constructivist learning theory and applications
13	Concept cartoons
14	Contemporary approaches in education
15	End-of-term exam
16

Recommended or Required Reading

Çepni, S. 2008. (Ed). Kuramdan Uygulamaya Fen ve Teknoloji Öğretimi, Pegema Yayıncılık, 7. Baskı, Ankara. Ülgen, G. 2001. Kavram geliştirme, Pegema Yayıncılık, Ankara. Karamustafaoğlu, O. ve Yaman, S. 2006. Fen Eğitiminde Özel Öğretim Yöntemleri-I, II, Anı Yayıncılık, Ankara.

Planned Learning Activities and Teaching Methods

Assessment Methods and Criteria

Term (or Year) Learning Activities	Quantity	Weight
SUM		0
End Of Term (or Year) Learning Activities	Quantity	Weight
SUM		0
Yarıyıl (Yıl) İçi Etkinlikleri		40
Yarıyıl (Yıl) Sonu Etkinlikleri		60
SUM		100

Language of Instruction

Work Placement(s)

None

Workload Calculation

Activities	Number	Time (hours)	Total Work Load (hours)
Midterm Examination	1	1	1
Final Examination	1	2	2
Attending Lectures	14	3	42
Self Study	14	5	70
Individual Study for Mid term Examination	1	4	4
Individual Study for Final Examination	1	4	4
Reading	14	4	56
TOTAL WORKLOAD (hours)			179

Contribution of Learning Outcomes to Programme Outcomes

	PO 1	PO 2	PO 3	PO 4	PO 5	PO 6	PO 7	PO 8	PO 9	PO 10	PO 11	PO 12	PO 13	PO 14	PO 15	PO 16	PO 17	PO 18	PO 19	PO 20	PO 21	PO 22	PO 23	PO 24	PO 25	PO 26
LO1	4	4	4	4	4	4	4	4	4	3	4	4	3	4	4	4	4	4	4	4	4	4	4	3	4	4
LO2	4	4	4	4	4	4	4	4	4	4	3	3	4	3	3	4	4	4	4	4	4	4	3	4	4	4
LO3	4	4	4	4	4	4	4	4	4	4	4	4	4	4	4	4	4	4	4	4	3	4	3	4	4	4
LO4
LO5

* Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High