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Course Description Course Name : Conceptual Change in Science Education Course Code : FBÖ 728 Course Type : Optional Level of Course : Second Cycle Year of Study : 1 Course Semester : Fall and Spring (16 Weeks) ECTS : 6 Name of Lecturer(s) : Asst.Prof.Dr. SEDAT UÇAR Learning Outcomes of the Course : Explains the importance of alternative conception in science education. Differentiates between the various conceptual change models. Describes the conceptual change model which fits best to his/her perspective. Mode of Delivery : Face-to-Face Prerequisites and Co-Prerequisites : None Recommended Optional Programme Components : None Aim(s) of Course : This course aims to provide students with the ability to explain the theories of conceptual change and to help them write a literature review. Course Contents : Alternative concepts and conceptual change models. Language of Instruction : Turkish Work Place : In class.   Course Outline /Schedule (Weekly) Planned Learning Activities Week Subject Student's Preliminary Work Learning Activities and Teaching Methods 1 Why is science education important? Related chapter and artiicle Discussion, question-answer, lecture 2 Alternative concepts Related chapter and artiicle Discussion, question-answer, lecture 3 Alternative concepts Related chapter and artiicle Discussion, question-answer, lecture 4 Posner et al. model Related chapter and artiicle Discussion, question-answer, lecture 5 Hewson´s model Related chapter and artiicle Discussion, question-answer, lecture 6 Vosniadou´s model Related chapter and artiicle Discussion, question-answer, lecture 7 Chi´s model Related chapter and artiicle Discussion, question-answer, lecture 8 Mid-term Related chapter and artiicle Discussion, question-answer, lecture 9 diSessa´s model Related chapter and artiicle Discussion, question-answer, lecture 10 Ivarson´s model Related chapter and artiicle Discussion, question-answer, lecture 11 Socioscientific model and conceptual change Related chapter and artiicle Discussion, question-answer, lecture 12 Metacognition and conceptual change Related chapter and artiicle Discussion, question-answer, lecture 13 School curriculum and conceptual change Related chapter and artiicle Discussion, question-answer, lecture 14 Conceptual change teaching methods Related chapter and artiicle Discussion, question-answer, lecture 15 Science education in Turkey and conceptual change Related chapter and artiicle Discussion, question-answer, lecture 16/17 Final exam Related chapter and artiicle Discussion, question-answer, lecture   Required Course Resources Resource Type Resource Name Recommended Course Material(s)  International Handbook of Research on Conceptual Change. Stella Vosniadou (Editor).Routledge publisher. Required Course Material(s)  Articles.   Assessment Methods and Assessment Criteria Semester/Year Assessments Number Contribution Percentage     Mid-term Exams (Written, Oral, etc.) 1 40     Homeworks/Projects/Others 1 60 Total 100 Rate of Semester/Year Assessments to Success 40   Final Assessments 100 Rate of Final Assessments to Success 60 Total 100   Contribution of the Course to Key Learning Outcomes # Key Learning Outcome Contribution* 1 Describes teaching strategies, methods and techniques at the level of expertise based on his/her undergraduate proficiency. 0 2 Defines scientific research and analysis methods used in social sciences. 5 3 Explains Elementary Education and its basic principles. 0 4 Explains the theories of development and learning theories within the scope of primary education. 0 5 Explains the interdisiplinary interaction in the field. 5 6 Explains the information in elementary education subject areas (Social Studies, Turkish, Science, Mathematics, etc.) at the level of expertise. 5 7 Relates information in the primary education field with the information in other fields. 4 8 Describes the theoretical and practical information in the field at a level of expertise. 0 9 Criticizes the applications in the elementary education field at national and international levels. 0 10 Plans and executes scientific research. 0 11 Applies teaching methods and techniques based on his/her knowledge obtained at undergraduate level. 0 12 Manages a study requiring expertise in the field independently. 0 13 Works in a team or leads the team in the situations that require solving field-related problems. 0 14 Questions scientific and social issues from new perspectives. 0 15 Conducts studies in the field within the framework of lifelong learning. 0 16 Follows the technological developments. 0 17 By supporting it with qualitative and quantitative data, student presents a scientific work carried out in the field of elementary education in a written, oral or visual way to people who are experts or not experts in the field. 0 18 Uses information and communication technologies effectively. 0 19 Uses the languages in European portfolio at a level which enables him/her to understand the information related to the field and to carry out written and oral communication. 0 20 Considers the social, scientific, cultural and ethical values while carrying out a scientific research or project or interpreting a study in the field. 0 * Contribution levels are between 0 (not) and 5 (maximum).   Student Workload - ECTS Works Number Time (Hour) Total Workload (Hour) Course Related Works     Class Time (Exam weeks are excluded) 14 3 42     Out of Class Study (Preliminary Work, Practice) 14 4 56 Assesment Related Works     Homeworks, Projects, Others 1 20 20     Mid-term Exams (Written, Oral, etc.) 1 10 10     Final Exam 1 10 10 Total Workload: 138 Total Workload / 25 (h): 5.52 ECTS Credit: 6