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Description of Individual Course Units| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | FBE708 | SCHEMATIC PERCEPTION IN CONCEPTUAL TEACHING | Compulsory | 1 | 2 | 6 |
| | Level of Course Unit | | Third Cycle | | Objectives of the Course | | The main objectives of the course are to give the students a basic understanding of teaching methods and strategies in concept teaching and concept improvement and to provide them with basic knowledge that gives them the ability to avoid the misconceptions about basic science concepts. | | Name of Lecturer(s) | | Yrd.Doç.Dr. İkramettin DAŞDEMİR | | Learning Outcomes | | 1 | Understand and explain the concept and classification of concepts. | | 2 | Understands and determines the differences in the relation between concepts and conceptual systems and also understand and explains the features and stages of concepts. | | 3 | Understand and makes comments the concept learning pathways, the limitations of the concept of learning and teaching,concept learning and concept formation | | 4 | Understand and makes comments the concept development processes | | 5 | Understand and apply the misconceptions and eliminate misconceptions |
| | Mode of Delivery | | Formal Education | | Prerequisites and co-requisities | | None | | Recommended Optional Programme Components | | None | | Course Contents | | Science education and its importance, basic concepts in science teaching, concept teaching, classification of science concepts, relations between concepts, misconceptions and factors leading misconceptions, conceptional systems, concept map, concept network, Vee diagrams, meaningful learning and drawing, and their role in learning. Some recent studies that used these techniques. | | Weekly Detailed Course Contents | |
| 1 | Course content and presentation resources
| | | | 2 | Definition, scope, importance, objectives and basic principles of education science,
| | | | 3 | Definition of the concept and classification of concepts, | | | | 4 | Relationships between concepts and conceptual systems, | | | | 5 | Properties of concepts and stages of concepts | | | | 6 | Concept learning paths and limitations of the concept of learning, | | | | 7 | Concept teaching and gain skills in concept formation, | | | | 8 | Middle exam+ Concept development processes | | | | 9 | Misconceptions and elimination of misconceptions | | | | 10 | The use of mass media and the education in the science education, | | | | 11 | 11. What is the semantic analysis tables, concept networks, concept maps ?Their significant role in learning,
| | | | 12 | What is the semantic analysis tables, concept networks, concept maps ?Their significant role in learning, | | | | 13 | What is the semantic analysis tables, concept networks, concept maps ?Their significant role in learning, | | | | 14 | What is the mental schemes, the V diagram, drawings ?Their significant role in learning, | | | | 15 | What is the mental schemes, the V diagram, drawings ?Their significant role in learning, | | | | 16 | | | |
| | Recommended or Required Reading | | 1)Atasoy, B. ,(2004). Fen Öğrenimi ve Öğretimi. Asil Yayın. Ankara.
2)Aydoğdu, M.,(2005). İlköğretim Fen ve Teknoloji Öğretimi. Anı Yayıncılık. Ankara.
3)Demirel, Ö.,(2006). Eğitimde Yeni Yönelimler. Pagema Yayıncılık. Ankara.
4)Gilbert, J.K., Watts, D.M.,(1983). Concepts, Misconceptions and Alternative Conceptions, Studies in Science Education, 10,67-98.
5) Novak, J. D. and Gowin, D. B. ,(1984). Learning how to learn- Cambridge University Pres. UK.
6)Akgün Ş.,(2001).Fen Bilgisi Öğretimi. Pagema Yayıncılık. Ankara.
7)Demirel, Ö., Seferoğlu, S.S. ve Yağcı, E. ,(2001). Öğretim Teknolojileri ve Materyal Geliştirme. Pagema Yayıncılık. Ankara.
8)İlköğretim Fen Öğretimi, YÖK – DÜNYA BANKASI Milli Eğitimi Geliştirme Projesi, Hizmet Öncesi Öğretmen Eğitimi, Ankara.
9)Topsakal, S. ,(1999). Fen Öğretimi. Alfa Yayıncılık. İstanbul. | | Planned Learning Activities and Teaching Methods | | | Assessment Methods and Criteria | |
| SUM | 0 | |
| SUM | 0 | | Yarıyıl (Yıl) İçi Etkinlikleri | 40 | | Yarıyıl (Yıl) Sonu Etkinlikleri | 60 | | SUM | 100 |
| | Language of Instruction | | | Work Placement(s) | | None |
| | Workload Calculation | |
| Midterm Examination | 1 | 1 | 1 | | Final Examination | 1 | 2 | 2 | | Attending Lectures | 15 | 3 | 45 | | Criticising Paper | 15 | 3 | 45 | | Self Study | 15 | 2 | 30 | | Individual Study for Homework Problems | 15 | 2 | 30 | | Individual Study for Mid term Examination | 1 | 4 | 4 | | Individual Study for Final Examination | 1 | 4 | 4 | | Reading | 15 | 1 | 15 | |
| Contribution of Learning Outcomes to Programme Outcomes | | | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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