Nevşehir Hacı Bektaş Veli University Course Catalogue
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| Year/Semester of Study | 1 / Spring Semester | ||||
| Level of Course | 2nd Cycle Degree Programme | ||||
| Type of Course | Optional | ||||
| Department | SCIENCE EDUCATION (MASTER) | ||||
| Pre-requisities and Co-requisites | None | ||||
| Mode of Delivery | Face to Face | ||||
| Teaching Period | 14 Weeks | ||||
| Name of Lecturer | MAHMUT POLAT (mpolat@nevsehir.edu.tr) | ||||
| Name of Lecturer(s) | MAHMUT POLAT, | ||||
| Language of Instruction | Turkish | ||||
| Work Placement(s) | None | ||||
| Objectives of the Course | |||||
| The aim of this course is to identify learning difficulties and misconceptions encountered in the field of science education and to gain knowledge and skills about approaches to overcome them. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | can describe the characteristics of the difficulties / problems in the field of science education. |
PO-1 An MA student has theoretical and practical knowledge depending on his bachelor’s degree proficiencies on an expertise level on Turkish Education; improves and deepens this knowledge. PO-3 An MA student uses the theoretical and practical knowledge at the level of expertise gained from his/her field and improves and deepens this knowledge. PO-9 An MA student evaluates the information related to his/her field critically and directs learning. |
Examination Term Paper |
| LO-2 | can classify the difficulties / problems in the field of science education. |
PO-6 An MA student constructs a problem in his/her field, develops solutions, solves, evaluates the results and applies them when necessary. PO-11 An MA student transfers the developments and his/her own works in his/her field to the groups in and out of the field systematically by written, oral and visual means. PO-14 An MA student shares the information related to his/her field orally and in writen form at the national / international level. |
Examination Term Paper |
| LO-3 | can explain the common misconceptions in science education. |
PO-1 An MA student has theoretical and practical knowledge depending on his bachelor’s degree proficiencies on an expertise level on Turkish Education; improves and deepens this knowledge. PO-2 An MA student discusses the interdisciplenary interaction with his/her fields. PO-3 An MA student uses the theoretical and practical knowledge at the level of expertise gained from his/her field and improves and deepens this knowledge. |
Examination Term Paper |
| LO-4 | can use the methods to overcome the common misconceptions in science. |
PO-1 An MA student has theoretical and practical knowledge depending on his bachelor’s degree proficiencies on an expertise level on Turkish Education; improves and deepens this knowledge. PO-3 An MA student uses the theoretical and practical knowledge at the level of expertise gained from his/her field and improves and deepens this knowledge. PO-10 He/She carries out studies in the field within the framework of lifelong learning. |
Examination Term Paper |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
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| Course Contents | ||
| Determining the learning difficulties and misconceptions encountered in science education and eliminating them. | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | Dimensions and general characteristics of science education. | Discussion method Lecture method Case Study method Brainstorming method |
| 2 | Giving a brief history of science education in Turkey. | Discussion method Lecture method Case Study method Brainstorming method |
| 3 | Difficulties, scientific errors and misconceptions in science learning and teaching. | Discussion method Lecture method Case Study method Brainstorming method |
| 4 | General characteristics of misconceptions. | Discussion method Lecture method Case Study method Brainstorming method |
| 5 | The role of course materials used in the formation of misconceptions. | Discussion method Lecture method Case Study method Brainstorming method |
| 6 | The role of course materials used in the formation of misconceptions. | Discussion method Lecture method Case Study method Brainstorming method |
| 7 | Classification of misconceptions. | Discussion method Lecture method Case Study method Brainstorming method |
| 8 | mid-term exam | |
| 9 | Classification of misconceptions. | Discussion method Lecture method Case Study method Brainstorming method |
| 10 | Common misconceptions in science education. | Discussion method Lecture method Case Study method Brainstorming method |
| 11 | Common misconceptions in science education. | Discussion method Lecture method Case Study method Brainstorming method |
| 12 | Approaches / methods to identify and eliminate misconceptions. | Discussion method Lecture method Case Study method Brainstorming method |
| 13 | Approaches / methods to identify and eliminate misconceptions. | Discussion method Lecture method Case Study method Brainstorming method |
| 14 | Approaches / methods to identify and eliminate misconceptions. | Discussion method Lecture method Case Study method Brainstorming method |
| 15 | Approaches / methods to identify and eliminate misconceptions. | Discussion method Lecture method Case Study method Brainstorming method |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| 1 | Bahar, M., Nartgün, Z., Durmuş, S., Bıçak, B. (2010). Geleneksel-Tamamlayıcı Ölçme ve Değerlendirme Teknikleri Öğretmen El Kitabı. Ankara: Pegem A Yayıncılık. | |
| 2 | Gödek Y., Polat, D. ve Kaya, V. H. (2016). Fen Bilgisi Öğretiminde Kavram Yanılgıları. Pegem Yayıncılık: Ankara. | |
| 3 | Kavram Yanılgılarının Tespiti-Giderilmesi ve Uygulamalı Örnekleri, Anı yayıncılık | |
| 4 | Güneş, B. [Editör] (2017). Doğru Bilinen Yanlışlardan, Yanlış Bilinen Doğrulara: Fizikte Kavram Yanılgıları, Palme Yayıncılık, Ankara. | |
| Required Course instruments and materials | ||
| Assessment Methods | |||
| Type of Assessment | Week | Hours | Weight(%) |
| mid-term exam | 8 | 2 | 20 |
| Other assessment methods | |||
| 1.Oral Examination | |||
| 2.Quiz | |||
| 3.Laboratory exam | |||
| 4.Presentation | |||
| 5.Report | |||
| 6.Workshop | |||
| 7.Performance Project | |||
| 8.Term Paper | 14 | 2 | 20 |
| 9.Project | |||
| final exam | 16 | 2 | 60 |
| Student Work Load | |||
| Type of Work | Weekly Hours | Number of Weeks | Work Load |
| Weekly Course Hours (Theoretical+Practice) | 3 | 14 | 42 |
| Outside Class | |||
| a) Reading | 3 | 14 | 42 |
| b) Search in internet/Library | 2 | 14 | 28 |
| c) Performance Project | 0 | ||
| d) Prepare a workshop/Presentation/Report | 0 | ||
| e) Term paper/Project | 2 | 11 | 22 |
| Oral Examination | 0 | ||
| Quiz | 0 | ||
| Laboratory exam | 0 | ||
| Own study for mid-term exam | 2 | 7 | 14 |
| mid-term exam | 2 | 1 | 2 |
| Own study for final exam | 2 | 14 | 28 |
| final exam | 2 | 1 | 2 |
| 0 | |||
| 0 | |||
| Total work load; | 180 | ||