Course Name | Code | Semester | T+U Hours | Credit | ECTS |
---|---|---|---|---|---|
Misconceptions In Teaching Science | FBE 003 | 0 | 2 + 0 | 2 | 4 |
Precondition Courses | |
Recommended Optional Courses | |
Course Language | Turkish |
Course Level | Bachelor's Degree |
Course Type | Optional |
Course Coordinator | Doç.Dr. CANAN LAÇİN ŞİMŞEK |
Course Lecturers | Doç.Dr. CANAN LAÇİN ŞİMŞEK, |
Course Assistants | |
Course Category | Field Proper Education |
Course Objective | |
Course Content |
# | Course Learning Outcomes | Teaching Methods | Assessment Methods |
---|---|---|---|
1 | Discussion, Group Study, Case Study, | Homework, | |
2 | Lecture, Question-Answer, Discussion, | Homework, Portfolio, | |
3 | Lecture, Question-Answer, Discussion, | Homework, Portfolio, | |
4 | Lecture, Question-Answer, Discussion, Group Study, | Homework, Portfolio, Performance Task, | |
5 | Question-Answer, Discussion, Group Study, | Homework, Portfolio, Performance Task, | |
6 | Discussion, Drilland Practice, Group Study, Brain Storming, Case Study, | Homework, Portfolio, Performance Task, | |
7 | Question-Answer, Discussion, Group Study, Brain Storming, Case Study, Problem Solving, | Homework, Portfolio, Performance Task, |
Week | Course Topics | Preliminary Preparation |
---|---|---|
1 | Meaningful learning and constructivist theory in science teaching | Reading the 1st and 2nd references |
2 | Cognitive development and concept learning | Reading books 6 and 7 |
3 | Basic concepts and misconceptions in science teaching | Reading books 1, 2, 4 and 6 |
4 | Causes of misconceptions | Reading books 2 and 6 |
5 | Techniques used in the detection of misconceptions | Reading books 1 and 2 |
6 | Reading books 1 and 2 | |
7 | Applying the techniques used in the detection of misconceptions | Preparation of activity examples |
8 | Techniques used to eliminate misconceptions | Reading books 1 and 2 |
9 | Techniques used to eliminate misconceptions | Reading books 1 and 2 |
10 | Sample applications for eliminating misconceptions | preparation of activity examples |
11 | Sample applications for eliminating misconceptions | preparation of activity examples |
12 | Evaluation of conceptual learning process in science teaching | Resources 1, 2 and 4 |
13 | Evaluation of conceptual learning process, sample applications | Preparation of activity examples |
14 | Evaluation |
Resources | |
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Course Notes | |
Course Resources |
Order | Program Outcomes | Level of Contribution | |||||
---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |||
1 | X | ||||||
2 | |||||||
3 | X | ||||||
4 | |||||||
5 | X | ||||||
6 | X | ||||||
7 | |||||||
8 | |||||||
9 | X | ||||||
10 | |||||||
11 | |||||||
12 | |||||||
13 | |||||||
14 | |||||||
15 | |||||||
16 | X | ||||||
17 | X | ||||||
18 | X |
Evaluation System | |
---|---|
Semester Studies | Contribution Rate |
1. Ödev | 20 |
1. Ara Sınav | 40 |
2. Ödev | 30 |
1. Kısa Sınav | 10 |
Total | 100 |
1. Final | 50 |
1. Yıl İçinin Başarıya | 50 |
Total | 100 |
ECTS - Workload Activity | Quantity | Time (Hours) | Total Workload (Hours) |
---|---|---|---|
Course Duration (Including the exam week: 16x Total course hours) | 16 | 2 | 32 |
Hours for off-the-classroom study (Pre-study, practice) | 16 | 4 | 64 |
Mid-terms | 1 | 1 | 1 |
Assignment | 2 | 4 | 8 |
Performance Task (Application) | 4 | 1 | 4 |
Total Workload | 109 | ||
Total Workload / 25 (Hours) | 4.36 | ||
dersAKTSKredisi | 4 |