Information Package / Course Catalogue
Conceptual Change Model and Metacognition
Course Code: İFB521
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: 8
Objectives of the Course

Focuses on conceptual change model and metacognition and their applications in science education

Course Content

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.

Name of Lecturer(s)
Assoc. Prof. Eylem YILDIZ FEYZİOĞLU
Learning Outcomes
1.To be able to notice the change of the learning theories according to the historical development
2.To be able to explain the basic propositions of the constructivist learning theory
3.To be able to explain the reasons for science misconceptions and offer suggestions about the remediation of these misconceptions
4.To be able to explain 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 know the definition of metacognition and 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.
Recommended or Required Reading
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.
Weekly Detailed Course Contents
Week 1 - Theoretical
Learning theories (Behaviorism, cognitivism and constructivism)
Week 2 - Theoretical
Misconceptions and conceptual ecology
Week 3 - Theoretical
Conceptual change model
Week 4 - Theoretical
Conditions for conceptual change
Week 5 - Theoretical
Critics for conceptual change model
Week 6 - Theoretical
The role of metacognition in conceptual change: Basic definitions about metacognition
Week 7 - Theoretical
Components of metacognition: Knowledge of Cognition (declarative knowledge, procedural knowledge and conditional knowledge)
Week 8 - Intermediate Exam
MIDTERM EXAM
Week 9 - Theoretical
Components of metacognition: Regulation of Cognition (planning, self-monitoring, self-checking and self-assessment)
Week 10 - Theoretical
Review of the researchs on metacognition in conceptual change model
Week 11 - Theoretical
Review of the researchs on metacognition in conceptual change model
Week 12 - Theoretical
Examining the research on metacognition in conceptual change model in a critical viewpoint of national studies
Week 13 - Theoretical
Preparing a presentation about basic concepts in education and about features of system of education
Week 14 - Theoretical
Basic concepts, the characteristics of a system.
Week 15 - Theoretical
Review of the topics studied
Week 16 - Final Exam
TERM
Assessment Methods and Criteria
Type of AssessmentCountPercent
Midterm Examination1%40
Final Examination1%60
Workload Calculation
ActivitiesCountPreparationTimeTotal Work Load (hours)
Lecture - Theory142370
Assignment510050
Reading59045
Midterm Examination110212
Final Examination120323
TOTAL WORKLOAD (hours)200
Contribution of Learning Outcomes to Programme Outcomes
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
PÇ-14
PÇ-15
OÇ-1
5
2
5
5
5
5
2
5
4
5
OÇ-2
5
3
5
3
4
OÇ-3
5
2
4
2
4
2
5
4
5
5
OÇ-4
4
5
4
OÇ-5
5
4
3
2
2
3
3
4
OÇ-6
4
5
4
3
OÇ-7
5
OÇ-8
4
4
4
4
3
OÇ-9
5
5
5
OÇ-10
4
5
4
4
4
3
3
Adnan Menderes University - Information Package / Course Catalogue