Information Package / Course Catalogue
| Course Code | : İSÖ561 |
| Course Type | : Area Elective |
| Couse Group | : Second Cycle (Master's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 3 |
| Prt. | : 0 |
| Credit | : 3 |
| Lab | : 0 |
| ECTS | : 5 |
Focuses on conceptual change model and metacognition and their applications in science education
Reasons for science misconceptions, the definition of conceptual change model, the conditions for conceptual change model, to develop a critical thinking about the literature related to conceptual change model. The importance of metacognition in conceptual change model and suggestions to reinforce the connection between metacognition and conceptual change model.
| 1. | To be able to notice the change of the learning theories according to the historical development |
| 2. | The knowledge of to explaining the basic propositions of the constructivist learning theory |
| 3. | The knowledge of explaining the reasons for science misconceptions and offers suggestions about the remediation of these misconceptions |
| 4. | To be able to comprehend the conceptual change model and the conditions of conceptual change in the classroom. |
| 5. | To be able to design teaching activities that foster conceptual change |
| 6. | To be able to develop a critical thinking about the literature related to conceptual change model. |
| 7. | To be able to comprehend the definition of metacognition To be able to distinguish cognition and metacognition. To be able to explain the dimensions of the metacognition and give examples of these dimensions. |
| 8. | To be able to make suggestions about why a link should be established between conceptual change model and metacognition. |
| 9. | To be able to report the results of the studies metacognition which embedded in conceptual change model. |
| 10. | To be able to make suggestions to reinforce the connection between metacognition and conceptual change model. |
| 1. | Açıkgöz, K. (2000). Etkili Öğrenme ve Öğretme (Üçüncü Baskı). İzmir: Kanyılmaz Matbaası. |
| 2. | Açıkgöz, K. (2002). Aktif Öğrenme (Birinci Baskı). İzmir: Eğitim Dünyası Yayınları. |
| 3. | Ayas, A., Çepni, S., Akdeniz, A.R. ve Yiğit, N., Özmen, H. ,ve Ayvacı, H.Ş. (2005). Kuramdan Uygulamaya Fen ve Teknoloji Öğretimi (4. Baskı). Ankara: Pegema Yayıncılık. |
| 4. | Baird, J.R. (1990). Metacognition, Purposeful Enquiry and Conceptual Change. In E. Hegarty-Hazel (Ed.) The Student Laboratory and the Science Curriculum (sayfa. 183-200). London: Routledge. |
| 5. | Brown, A.L. (1987). Metacognition, Executive Control, Self-Regulation, and Other Mysterious Mechanisms. In F. E. Weinert and R. H. Kluwe (Eds) Metacognition, Motivation, and Understanding (s. 65–116). Hillsdale, NJ: Lawrence Erlbaum. |
| Type of Assessment | Count | Percent |
|---|---|---|
| Assignment | 14 | %10 |
| Term Assignment | 5 | %10 |
| Midterm Examination | 1 | %20 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 0 | 3 | 42 |
| Assignment | 14 | 0 | 3 | 42 |
| Term Project | 5 | 1 | 3 | 20 |
| Midterm Examination | 1 | 10 | 2 | 12 |
| Final Examination | 1 | 12 | 2 | 14 |
| TOTAL WORKLOAD (hours) | 130 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | PÇ-11 | PÇ-12 | PÇ-13 | |
OÇ-1 | 5 | 3 | 3 | 3 | 3 | 3 | 3 | 5 | 3 | 3 | |||
OÇ-2 | 5 | 3 | 3 | 3 | 3 | 3 | 3 | 5 | 3 | 3 | |||
OÇ-3 | 5 | 3 | 3 | 3 | 3 | 3 | 3 | 5 | 3 | 3 | |||
OÇ-4 | 5 | 3 | 3 | 3 | 3 | 3 | 3 | 5 | 3 | 3 | |||
OÇ-5 | 5 | 3 | 3 | 3 | 3 | 3 | 3 | 5 | 3 | 5 | |||
OÇ-6 | 5 | 3 | 3 | 3 | 3 | 3 | 3 | 5 | 3 | 3 | |||
OÇ-7 | 5 | 3 | 3 | 3 | 3 | 3 | 3 | 5 | 3 | 3 | |||
OÇ-8 | 5 | 3 | 3 | 3 | 3 | 3 | 3 | 5 | 3 | 3 | |||
OÇ-9 | 5 | 3 | 3 | 3 | 3 | 3 | 3 | 5 | 3 | 3 | |||
OÇ-10 | 5 | 3 | 3 | 3 | 3 | 3 | 3 | 5 | 3 | 3 | |||