The Effect of Common Knowledge Construction Model on Academic Achievement and Conceptual Understandings of High School Students on Heat and Temperature

Bakırcı, Hasan; Ensari, Ömer

doi:10.15390/eb.2018.7457

Cited by 11 publications

(8 citation statements)

References 35 publications

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“…This may be because experiment 1 and experiment 2 groups provide effective teaching with CKCM. When studies on the effects of CKCM on academic achievement are examined, it was seen that CKCM has a positive effect on academic achievement (Atayeter, 2019;Bakırcı, 2014;Bakırcı et al, 2015;Bakırcı & Ensari, 2018;Bayar, 2019;Caymaz & Aydin, 2018a, 2020Ertuğrul, 2015;İyibil, 2011;Sütlüoğlu Dursun, 2019;Wood, 2012;Yıldızbaş, 2017). In addition, the fact that the academic achievement levels of the experiment 1 and experiment 2 groups were close to each other before the education may have resulted in no significant difference between the experiment groups.…”

Section: Discussionmentioning

confidence: 99%

“…When earlier studies of the CKCM reviewed, it was determined that CKCM provides a significant increase in students' conceptual understanding and ensures the permanence of knowledge Bakırcı & Ensari, 2018;Bakırcı & Yıldırım, 2017;Caymaz & Aydın, 2018b;İyibil, 2011;Özden, 2019), has positive impacts in attitudes towards chemistry lesson (Demircioğlu & Vural, 2016), has positive impacts in students 'critical thinking skills (Bakırcı, 2014;Bakırcı & Çepni, 2016;Bakırcı et al, 2020;Yıldızbaş, 2017), has positive impacts in students' academic achievement (Akgün et al, 2016;Bakırcı, 2014;Bakırcı et al, 2015;Bakırcı & Ensari, 2018;Bayar, 2019;Benli Özdemir, 2014;Caymaz & Aydin, 2020;Caymaz & Aydın, 2018a;Ebenezer et al, 2010;Ertuğrul, 2015;İyibil, 2011;Yıldızbaş, 2017), has positive impacts in improving nature of science (Bakırcı, 2014;Bakırcı & Çiçek, 2017;Caymaz & Aydin, 2020;Çavuş et al, 2020;Yıldırım, 2018;Yıldızbaş, 2017), positive influence on students' science process skills (Bakırcı et al, 2020;Bayar, 2019), has positive impacts in socio-scientific issues Yıldırım, 2018).…”

Section: Earlier Studies Of the Ckcmmentioning

confidence: 99%

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The Effect of Common Knowledge Construction Model-Based Instruction on 5th Grade Students' Conceptual Understanding of Biodiversity

Haydari¹,

Çoştu²

2021

Journal of Education in Science, Environment and Health

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The aim of this study is to investigate the effect of the Common Knowledge Construction Model (CKCM) based instruction on 5th grade students' conceptual understanding of the "biodiversity" topic. The study is conducted with 74 fifth grade female students at middle school in the district of Usküdar, Istanbul. Semi-experimental method is used. In this model, two experimental groups (Experiment 1 and Experiment 2) and a control group are randomly selected among 5th grade students. In the experiment group 1, teaching is carried out with CKCM, in the experiment group 2, CKCM supported out-of-school learning environments, and in the control group, instruction is carried out in accordance with the curriculum of Turkey. Experimental group 1 includes 24 students, 2 involves 25 students, and control group consist of 25 students. The data is collected through Biodiversity Conceptual Understanding Test (BCUT). Analyzing of BCUT data that require two-tier classification, the answers of the first tier of each question are provided by tabulating the percentages of the reasons chosen for these answers (the second tier). Which alternative concepts were chosen mostly and which ones were changed analyzed as percentage. The data collected from the students' responses to the two-tier BCUT are statistically analyzed with the help of SPSS 18.0 TM . Kruskal Wallis H-Test and Wilcoxon paired pairs test are employed to analyze the data. In addition, Tamhane's T2 test is employed from post hoc tests to determine the direction of the difference of biodiversity post-test scores. While most of the alternative concepts are remediated in experiment 1 and experiment 2 groups, in the control group it revealed that alternative concepts mostly continued. Result of the study show that CKCM is more effective in remediating alternative concepts than curriculum of the ministry of education. On the other hand, CKCM is more than curriculum of the ministry of education in terms of conceptual understanding of biodiversity. Teaching CKCM supported out-of-school learning environments do not differ in BCUT from the academic achievement only with CKCM teaching. When the post-test academic achievement of the groups is taken into consideration, a significant difference is observed between the experimental groups and the control group in favor of the experimental groups.

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Section: Discussionmentioning

confidence: 99%

Section: Earlier Studies Of the Ckcmmentioning

confidence: 99%

The Effect of Common Knowledge Construction Model-Based Instruction on 5th Grade Students' Conceptual Understanding of Biodiversity

Haydari¹,

Çoştu²

2021

Journal of Education in Science, Environment and Health

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“…It is known that students have difficulty in learning especially physics subjects. It is a fact that students cannot reach a sufficient level of learning especially in "Heat and Temperature" subjects (Bakirci & Ensari, 2018). Studies show that students have difficulty in understanding the subject of "Heat and Temperature" and that alternative concepts continue (Gurcay & Gulbas, 2015;Metioui, 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…However, the research shows that many students at secondary school have difficulty in understanding heat and temperature subjects (Soeharto, Csapo, Sarimanah, Dewi & Sabri, 2019). Moreover, "Heat and Temperature" subjects in science are one of the most difficult subjects for students to learn (Bakirci & Ensari, 2018;Paik, Cho & Go, 2007;Sukarelawan, Jumadi & Rahman, 2019;Taqwa et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Examination the Knowledge of Student Understanding of Pre-Service Science Teachers on Heat and Temperature

İnaltekin

Akçay

2021

IJRES

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The aim of this study is to examine the "Knowledge of Student Understanding (KSU)” of pre-service science teachers on "Heat and Temperature" topics. The sample of the research consists of 268 pre-service teachers studying at the 4th grade in the science teaching program of five different universities in Turkey. This research is a case study. The data of the study are collected with "Student Thinking Comprehension Test” and "Interview Form". "Scoring Rubrics for Knowledge of Student Thinking" and "Rubric for Analysis of Interviews" are used for the analysis of data. The data of the research are analyzed descriptively on the basis of these rubrics. The results of the study reveal that the vast majority of pre-service science teachers cannot effectively diagnose the student’s inaccurate knowledge that emerges in solving specific problems in “Heat and Temperature” topics. In addition, it is shown that the majority of pre-service science teachers have a little knowledge regarding the difficulties and limitations of students while learning "Heat and Temperature" subjects. According to these results, the KSU of the pre-service science teachers in "Heat and Temperature" topics is insufficient in the process of starting their profession.

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“…When the literature on CKCM is examined, it is seen that there are a limited number of studies investigating the effectiveness of this model in terms of different variables. In these studies, it was concluded that the CKCM has positive effects on students' academic achievement (Akgün, Duruk, & Gülmez-Güngörmez, 2016;Bakırcı, 2014;Bakırcı & Ensari, 2018;Bakırcı, Çepni, & Yıldız, 2015;Bayar, 2019;Benli Özdemir, 2014;Caymaz & Aydın, 2019a;Ebenezer, Chacko, Kaya, Koya, & Ebenezer, 2010;Ertuğrul, 2015;İyibil, 2011;Taşkın & Yıldız, 2011;Wood, 2012;Vural, Demircioğlu, & Demircioğlu, 2012;Yıldızbaş, 2017;Sütlüoğlu Dursun, 2019;Atayeter, 2019), Awareness of STSE (Biernacka, 2006), Attitude towards science (Akgün, Duruk, & Gülmez-Güngörmez, 2016;Benli Özdemir, 2014;Ebenzer, Chacko, & Immanuel, 2004;Atayeter, 2019), Attitudes towards chemistry (Demircioğlu & Vural, 2016), conceptual change and understanding levels (Bakırcı, 2014;Bakırcı, Artun, & Şenel, 2016;Bakırcı & Yıldırım, 2017;Bakırcı & Ensari, 2018;Bakırcı, Artun, Kırıcı & Mutlu, 2018;Benli Özdemir, 2014;Caymaz & Aydın, 2019b;Ebenezer, Chacko, Kaya, Koya, & Ebenezer, 2010;Ertuğrul, 2015;İyibil, 2011;Kıryak, 2013;Wood, 2012;…”

Section: Introductionmentioning

confidence: 99%

The Effect of Common Knowledge Construction Model-based Teaching on the Cognitive and Psychomotor Learning of 7th Grade Students

Özden¹,

Yenice

2020

J. Sci. Learn.

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This study aimed to investigate the effect of science teaching, based on the Common Knowledge Construction Model (CKCM), on cognitive and psychomotor learning in 7th-grade students. The study group consisted of 29 students from two public schools affiliated with the Ministry of National Education in the 2018-2019 academic year. The study was carried out following a semi-experimental pre-test post-test control group research design. The data were collected with a “Scientific Inquiry Skills Test,” and a “Psychomotor Skills Rubric” (PSR) developed by the researchers. The PSR was used to evaluate the practice exam results of both groups. Data were analyzed with a standard statistics package. It was determined that the scientific inquiry skills post-test scores of the experimental group (X=15.87) were higher than the control group (X=10.92). The difference was observed to be significant. Also, a comparison of the total post-test PSR scores showed a statistically significant difference between the experimental (X=15.44) and control groups (X=13.30).

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The Effect of Common Knowledge Construction Model on Academic Achievement and Conceptual Understandings of High School Students on Heat and Temperature

Cited by 11 publications

References 35 publications

The Effect of Common Knowledge Construction Model-Based Instruction on 5th Grade Students' Conceptual Understanding of Biodiversity

The Effect of Common Knowledge Construction Model-Based Instruction on 5th Grade Students' Conceptual Understanding of Biodiversity

Examination the Knowledge of Student Understanding of Pre-Service Science Teachers on Heat and Temperature

The Effect of Common Knowledge Construction Model-based Teaching on the Cognitive and Psychomotor Learning of 7th Grade Students

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