GAZI UNIVERSITY INFORMATION PACKAGE - 2019 ACADEMIC YEAR

COURSE DESCRIPTION
ELECTIVE (MISCONCEPTIONS IN CHEMISTRY TEACHING)/KIM519M
Course Title: ELECTIVE (MISCONCEPTIONS IN CHEMISTRY TEACHING)
Credits 2 ECTS 6
Semester 9 Compulsory/Elective Elective
COURSE INFO
 -- LANGUAGE OF INSTRUCTION
  Turkish
 -- NAME OF LECTURER(S)
  Prof. Fitnat KÖSEOĞLU
 -- WEB SITE(S) OF LECTURER(S)
  www.gazi.edu.tr/web/fitnat/
 -- EMAIL(S) OF LECTURER(S)
  fitnat@gazi.edu.tr
 -- LEARNING OUTCOMES OF THE COURSE UNIT
The students know meaning of the misconception and give some examples in chemistry education.
The students can explain why and how the misconceptions are formed
The students can reveal some misconceptions regarding specipic topics in chemistry education.
The students can provide dispelling the misconceptions regarding specipic topics in chemistry education.
The students know and practice conceptual change theory
 -- MODE OF DELIVERY
  This course is carried out only with group work in the form of face to face training
 -- PREREQUISITES AND CO-REQUISITES
  There is no prerequisite or co-requisite for this course.
 -- RECOMMENDED OPTIONAL PROGRAMME COMPONENTS
  There is no recommended optional programme component for this course.
 --COURSE CONTENT
1. Week  What are the meannings of conception, misconception and alternative conception? what are the causes of the misconceptions.
2. Week  The misconceptions in chemistry teaching
3. Week  The determination of misconceptions in chemistry teaching.
4. Week  The determination of misconceptions in chemistry teaching.
5. Week  Conceptual Change Theory, Conceptual Change Strategies.
6. Week  Conceptual Change Theory, Conceptual Change Strategies
7. Week  The misconceptions regarding particle nature of matter and gases, and dispelling them
8. Week  Midterm exam
9. Week  The misconceptions regarding elements and compounds, chemical and physical changes, and dispelling them
10. Week  The misconceptions regarding Chemical bonding, the concepiton of Mole, and dispelling them
11. Week  The misconceptions regarding acid and bases, periodic properties, and dispelling them
12. Week  The misconceptions regarding chemical equilibrium, solutions, solubility equilibrium, and dispelling them
13. Week  The misconceptions regarding electrochemistry and dispelling them
14. Week  Final exam
15. Week  
16. Week  
 -- RECOMMENDED OR REQUIRED READING
  Taber, K.S.(2002): Chemical Misconceptions – Prevention, Diagnosis and Cure. Volumes 1 and 2. London (Royal Society of Chemistry)
 -- PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
  The conceptual change strategies, teaching science as inquiry Lecture, argümantation, cooperative learning
 -- WORK PLACEMENT(S)
  none
 -- ASSESSMENT METHODS AND CRITERIA
 
Quantity
Percentage
 Mid-terms
1
20
 Assignment
9
9
 Exercises
0
0
 Projects
1
11
 Practice
0
0
 Quiz
0
0
 Contribution of In-term Studies to Overall Grade  
40
 Contribution of Final Examination to Overall Grade  
60
 -- WORKLOAD
 Efficiency  Total Week Count  Weekly Duration (in hour)  Total Workload in Semester
 Theoretical Study Hours of Course Per Week
14
2
28
 Practising Hours of Course Per Week
0
0
0
 Reading
9
2
18
 Searching in Internet and Library
9
5
45
 Designing and Applying Materials
0
0
 Preparing Reports
5
6
30
 Preparing Presentation
1
6
6
 Presentation
1
4
4
 Mid-Term and Studying for Mid-Term
1
12
12
 Final and Studying for Final
1
12
12
 Other
0
 TOTAL WORKLOAD: 
155
 TOTAL WORKLOAD / 25: 
6.2
 ECTS: 
6
 -- COURSE'S CONTRIBUTION TO PROGRAM
NO
 PROGRAM LEARNING OUTCOMES
1
2
3
4
5
1Perceives the structure, features, classification and the changes of the matter and explains the related concepts, models, principles, theories and laws used.X
2Explains the working principles of the methods or the devices used the analysis or the syntheses of substances.X
3Establishes the link between the philosophy, sociology, psychology and history and the science of chemistry and explains the importance of scientific knowledge.X
4Relates between knowledge in chemistry and other disciplines.X
5Describes teaching techniques and strategies such as inquiry , concept maps, meaning analyzing tables, argumentation and guess-observe –explain techniques by the use of relevant examples from chemical science topics to 9-12 year students.X
6Perceives the behavioral, descriptive , socio-cognitive and neuropsychological learning concepts and their limitations and explains their reflections to the chemistry teaching and learning process.X
7Investigates the contribution of the national and international cultures upon the various branches of science and especially chemistry and explains the viewpoints of these cultures on the current disputable social science subjects.X
8Realizes the problems related to the chemistry and chemical education, analyses them and develops solution by the use of scientific research techniques.X
9Analyses the pre-knowledge of and the learning difficulties of the students related to chemistry and applies to relevant teaching techniques and methods according to the capacity and the skills of the students.X
10Prepares models, games , experimental set ups and visual lecture notes related to chemistry for the contribution of the cognitive, descriptive and psychomotor skills of the studentsX
11Develops and applies alternative and authentic techniques such as open ended, multiple choice , fill the gaps , descriptive, branched tree and constructed grid questions for the evaluation of the learning outcomes of the various subjects of chemistryX
12Designs and implements an individual research for the solution of the any problem in teaching any chemistry concepts and carries out mutual projects in close coordination with his/her counterparts to contribute the chemistry and chemistry educationX
13Defines the metacognitive activities such as self-regulation and self-evaluation to evaluate the knowledge in chemistry and chemistry educationX
14Adapts the motto of lifelong learning as his/her lifestyle and effectively utilizes the internet systems to follow the new developments related to the chemistry and chemistry educationX
15Follows and effectively uses the latest developments in the information technology related to the solutions of the problems encountered in chemistry and chemistry educationX
16Follows and uses the latest developments related to the teaching profession and knows a foreign language enough to correspond with his/her counterpartsX
17Realizes and uses the basic principles, values and virtues upon which the Turkish Education system is foundedX
18Uses new knowledge and information in order to improve him/herself and develop his/her institutionX
19Acts in accordance with the ethical and cultural values of the democratic and scientific society in all the applications related to chemistry and its educationX
20Has a sufficient knowledge to protect the health and life of his/her students and staff working in his/her institution and takes necessary precautions in the laboraties.X