Ortak Bilgi Yapılandırma Modeline Dayalı Fen Öğretiminin Yedinci Sınıf Öğrencilerinin 21. Yüzyıl Becerilerine ve STEM Kariyer İlgilerine Etkisi

Abstract

Bu çalışmanın amacı, Ortak Bilgi Yapılandırma Modeli (OBYM) kullanılarak yürütülen fen derslerinin, 7. sınıf öğrencilerinin 21. yüzyıl yaşam becerileri ve STEM alanlarına olan ilgileri üzerindeki etkilerini incelemektir. Araştırma karma desen benimsenerek gerçekleştirilmiştir. Uygulamalar sırasında, deney grubunda dersler OBYM’ye göre, kontrol grubunda ise 5E öğrenme modeline göre işlenmiştir. Çalışma, 2023-2024 eğitim-öğretim yılında 7. sınıfta eğitim gören toplam 50 öğrenci ile yapılmıştır. Veri toplama araçları olarak 21. Yüzyıl Yaşam Becerileri Ölçeği, STEM İlgi Ölçeği ve yarı yapılandırılmış görüşme formu kullanılmıştır. Nicel veriler parametrik testler ile nitel veriler ise içerik analizi yöntemi ile değerlendirilmiştir. Elde edilen bulgulara göre hem deney hem de kontrol grubunda yapılan uygulamaların, 7. sınıf öğrencilerinin 21. yüzyıl yaşam becerileri ve STEM alanlarına olan ilgileri üzerinde etkili olduğu görülmüştür. Özellikle OBYM uygulanan deney grubundaki öğrencilerin bu alanlardaki gelişimlerinin, kontrol grubuna göre daha belirgin olduğu tespit edilmiştir. Görüşmeye katılan öğrenciler, OBYM destekli fen öğretiminin bilimin doğasını anlama, tartışma kültürünün gelişimi, sosyobilimsel konulara yönelik farkındalığın artışı, 21. yüzyıl becerilerinin gelişimi ve STEM kariyerlerine olan ilginin artışı gibi olumlu etkiler sağladığını belirtmişlerdir. OBYM etkilerini daha ayrıntılı bir şekilde ortaya koymak için fen bilimleri dersinin çeşitli ünite ve konularında bu modelin uygulanması ve sonuçlarının rapor edilmesi önerilmektedir.

Keywords

• Fen eğitimi
• ortak bilgi yapılandırma modeli
• 21. yüzyıl becerileri
• STEM Kariyerlerine ilgi
• yedinci sınıf

The Impact of Common Knowledge Construction Model-Based Science Teaching on Seventh-Grade Students’ 21st-Century Skills and STEM Career Interests

Abstract

The aim of this study is to examine the effects of science courses conducted using the Common Knowledge Construction Model (CKCM) on 7th-grade students’ 21st-century life skills and their interest in STEM fields. The research was carried out by adopting a mixed-method design. During the implementations, the lessons were taught according to the CKCM in the experimental group and the 5E learning model in the control group. The study was conducted with a total of 50 students studying in the 7th grade in the 2023-2024 academic year. The 21st Century Life Skills Scale, the STEM Interest Scale, and a semi-structured interview form were used as data collection tools. Quantitative data were analyzed with parametric tests, and qualitative data were evaluated with the content analysis method. According to the findings, it was seen that the implementations conducted in both the experimental and control groups were practical on the 21st-century life skills and interest in STEM fields of 7th-grade students. It was determined that the developments in these areas of the students in the experimental group in which CKCM was implemented were more pronounced compared to the control group. The students who participated in the interview stated that CKCM-supported science education provided positive effects such as understanding the nature of science, developing a discussion culture, increased awareness of socio-scientific issues, developing 21st-century skills, and increased interest in STEM careers. To reveal the effects of CKCM in more detail, it is recommended that this model be implemented in various units and topics in science course and that the results be reported.

Keywords

• Science education
• common knowledge construction model
• 21st century skills
• STEM career interest
• seventh grade

References

1. Akpınar, E., & Ergin, Ö. (2005). The role of science teacher in constructivist theory. Elementary Education Online, 4(2), 55–64.
2. Alfiana, N., & Wiyarsi, A. (2023). Students' scientific habits of mind from the perspective of educational levels and gender. AIP Conference Proceedings (Vol. 2556, No. 1). AIP Publishing.
3. Bakırcı, H. (2014). The study on evaluation of designing, implementing, and investigating the effects of teaching material based on common knowledge construction model: Light and voice unit sample [Unpublished doctoral dissertation]. Karadeniz Technical University.
4. Bakırcı, H., & Çepni, S. (2014). Examination of common knowledge construction model on the basis of science curriculum. Journal of Science Teaching, 2(2), 83–94.
5. Bakırcı, H., & Çepni, S. (2016). The influence of the common knowledge construction model on middle school sixth grade students’ critical thinking skills: A case of light and sound unit. İnönü University Journal of the Faculty of Education, 17(3), 185–202. https://doi.org/10.17679/inuefd.17308627
6. Bakırcı, H., & Çiçek, S. (2017). Effects of the learning environment designed according to common knowledge construction model on 5th grade students’ nature of science. Journal of Social and Humanities Sciences Research, 4(15), 1960–1974. https://doi.org/10.26450/jshsr.289
7. Bakırcı, H., & Ensari, Ö. (2018). The effect of common knowledge construction model on academic achievement and conceptual understandings of high school students on heat and temperature. Education & Science, 43(196), 171–188. https://doi.org/10.15390/eb.2018.7457
8. Bakırcı, H., & Yıldırım, İ. (2017). The influence of common knowledge construction model on students’ conceptual understanding and permanence of knowledge in terms of greenhouse effect. Ahi Evran University Journal of Kırşehir Education Faculty, 18, (Special issues), 45–63.

9. Bakırcı, H., Artun, H., & Şenel, S. (2016). The effect of common knowledge construction model-based science teaching on the seventh grade students’ conceptual understanding (Let’s learn celestial bodies). Van Yüzüncü Yıl University Faculty of Education Journal, 13(1), 514–543.
10. Bakırcı, H., Artun, H., Şahin, S., & Sağdıç, M. (2018). Investigation of opinions of seventh grade students about socio-scientific issues by means of science teaching based on common knowledge construction model. Journal of Qualitative Research in Education, 6(2), 207–237 https://doi.org/10.14689/issn.2148-2624.1.6c2s10m
11. Bakırcı, H., Çalık, M., & Çepni, S. (2017). The effect of the common knowledge construction model-oriented education on sixth grade students’ views on the nature of science. Journal of Baltic Science Education, 16(1), 43–55.
12. Bakırcı, H., Çepni, S., & Yıldız, M. (2015). The effects of common knowledge construction model on sixth grade students’ academic achievement: Light and sound unit. Dicle University Ziya Gökalp Education Faculty Journal, 26, 182–204.
13. Balçın, M. D., Çavuş, R., & Yavuz-Topaloğlu, M. (2018). Examining secondary school students' attitudes towards stem and their interests in stem professions. Asian Journal of Instruction, 6(2), 40–62.
14. Beier, M. E., Kim, M. H., Saterbak, A., Leautaud, V., Bishnoi, S., & Gilberto, J. M. (2019). The effect of authentic project‐based learning on attitudes and career aspirations in STEM. Journal of Research in Science Teaching, 56(1), 3–23. https://doi.org/10.1002/tea.21465
15. Benek, I., & Akcay, B. (2022). The effects of socio-scientific STEM activities on 21st century skills of middle school students. Participatory Educational Research, 9(2), 25–52. https://doi.org/10.17275/per.22.27.9.2
16. Biernacka, B. (2006). Developing scientific literacy of grade five students: A teacher researcher collaborative effort [Unpublished doctoral dissertation]. University of Manitoba.
17. Büyüköztürk, Ş., Çakmak Kılıç, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Scientific research methods (2nd Ed.). Pegem Academy.
18. Candaş, B., & Çalık, M. (2023). The effect of CKCM-oriented instruction on grade 8 students’ conceptual understanding of sustainable development. Journal of Biological Education, 57(5), 986–1005. https://doi.org/10.1080/00219266.2021.2006748
19. Caymaz, B., & Aydın, A. (2021). The effect of common knowledge construction model-based instruction on 7th grade students’ academic achievement and their views about the nature of science in the electrical energy unit at schools of different socio-economic levels. International Journal of Science and Mathematics Education, 19(2), 233–265. https://doi.org/10.1007/s10763-020-10054-0
20. Çepni, S. (2011). Introduction to research and project work. Celepler Printing.
21. Demirci, E. (2016). The effects of keeping the student diaries for electricity unit iṅ 7th grade science and technology course on the students' metacognitive development and academic achievement. [Unpublished master's thesis]. Pamukkale University.
22. Demircioğlu, H., & Vural, S. (2016). The effect of the common knowledge construction model on the attitudes of eighth grade gifted students towards chemistry course. HAYEF Journal of Education, 13(1), 49–60.
23. Demirel, R. (2021). The effect of teaching the subject of light with argumentation-supported design based science and engineering practices on the learning outcomes and twenty-first century skills of seventh grade students [Unpublished doctoral dissertation]. Aksaray University.
24. Ebenezer, J. V., & Connor, S. (1998). Learning to teach science: A model for the 21st century. Pearson.
25. Ebenezer, J., Chacko, S., Kaya, O. N., Koya, S. K., & Ebenezer, D. L. (2010). The effects of common knowledge construction model sequence of lessons on science achievement and relational conceptual change. Journal of Research in Science Teaching, 47(1), 25–46. https://doi.org/10.1002/tea.20295
26. Fan, S. C., & Yu, K. C. (2017). How an integrative STEM curriculum can benefit students in engineering design practices. International Journal of Technology and Design Education, 27, 107–129. https://doi.org/10.1007/s10798-015-9328-x
27. Gelen, I. (2017). P21-21st century skills frameworks in curriculum and instruction (US Practices). Journal of Interdisciplinary Educational Research, 1(2), 15–29.
28. GPE. (2020). 21st century skills: What potential role for the global partnership for education? A landscape review. Global Partnership for Education.
29. Gülhan, F., & Şahin, F. (2016). The effects of science-technology-engineering-math (STEM) integration on 5th grade students’ perceptions and attitudes towards these areas. Journal of Human Sciences, 13(1), 602–620. https://10.14687/ijhs.v13i1.3447
30. Hahs-Vaughn, D. L., & Lomax, R. G. (2020). An introduction to statistical concepts (4th ed.). Routledge.
31. Karakuş, M., & Yalçın, O. (2016). The effect of argumentation-based learning in science education on academic achievement and scientific process skills: A meta-analysis study. Anadolu University Journal of Social Sciences, 16(4), 1–20. https://doi.org/10.18037/ausbd.415534
32. Kırıcı, M. G., & Bakırcı, H. (2021). The effect of STEM supported research-inquiry-based learning approach on the scientific creativity of 7th grade students. Journal of Pedagogical Research, 5(2), 19–35. http://dx.doi.org/10.33902/JPR.2021067921
33. Kier, M. W., Blanchard, M. R., Osborne, J. W., & Albert, J. L. (2014). The development of the STEM career interest survey (STEM-CIS). Research in Science Education, 44(3), 461–481. https://doi.org/10.1007/s11165-013-9389-3
34. Kiryak, Z., & Çalık, M. (2018). Improving grade 7 students’ conceptual understanding of water pollution via common knowledge construction model. International Journal of Science and Mathematics Education, 16, 1025–1046. https://doi.org/10.1007/s10763-017-9820-8
35. Koyunlu-Ünlü, Z., Dökme, İ., & Ünlü, V. (2016). Adaptation of the science, technology, engineering, and mathematics career interest survey (STEM-CIS) into Turkish. Eurasian Journal of Educational Research, 16(63), 21–36. http://dx.doi.org/ 10.14689/ejer.2016.63.2
36. Kuenzi, J. J. (2008). Science, technology, engineering, and mathematics (STEM) education: Background, federal policy, and legislative action. Congressional Research Service Reports. https://digitalcommons.unl.edu/crsdocs/35
37. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
38. Ministry of National Education. (2018). Science course curriculum (primary and secondary school 3rd, 4th, 5th, 6th, 7th and 8th grades). State Books Printing House.
39. Özden, B., & Yenice, N. (2020). The effect of common knowledge construction model-based teaching on the cognitive and psychomotor learning of 7th grade students. Journal of Science Learning, 4(1), 31–40. https://doi.org/10.17509/jsl.v4i1
40. Özden, B., & Yenice, N. (2022). The effect of science teaching based on the common knowledge construction model on academic achievement: A meta-analysis study. Dokuz Eylül University Buca Faculty of Education Journal, 54, 700–720. https://doi.org/10.53444/deubefd.908943
41. Robson, C. (2015). Scientific research methods: Real world research. Anı Publishing.
42. Sarıkaya, D., & Aydın, A. (2021). The effect of educational information network and experiment supported activities on teaching the 7th grade electrical circuits unit. International Online Journal of Education and Teaching, 9(2), 265–310. https://orcid.org/0000-0002-2724-5409
43. Sungur-Alhan, S. S. (2022). The effect of common knowledge construction model based instruction on pre-service science teachers’ lesson planning. Çukurova University Faculty of Education Journal, 51(1), 1–41. https://doi.org/10.14812/cuefd.886372
44. Türel, Y. K., Şimşek, A., Vautier, C. G. Ş., Şimşek, E., & Kızıltepe, F. (2023). Research report on 21st century skills and values. Board of Education and Discipline.
45. Uke, I., Ebenezer, J., & Kaya, O. N. (2024). Seventh-grade students’ relational conceptual change and science achievement: Photosynthesis and cellular respiration duo. Research in Science Education, 54, 707–737. https://doi.org/10.1007/s11165-024-10156-7
46. Ulukök, Ş., Çelik, H., & Sarı, U. (2013). The effect of computer-aided applications on simple electrical circuits on the development of experimental process skills. Journal of Theoretical Educational Sciences, 6(1), 77–101.
47. Uzunkaya, M. (2019). The effect of teaching based on the common knowledge construction model on secondary school students' Effect on academic success: Sound unit example [Unpublished master's thesis]. Necmettin Erbakan University.
48. Ürünibrahimoğlu, M. (2019). Examining the interest levels of secondary school students towards science-technology-engineering-mathematics (STEM) professions. Anadolu University Journal of Education Faculty, 3(3), 151–173. https://doi.org/10.34056/aujef.442000
49. Wahono, B., Chang, C. Y., & Khuyen, N. T. T. (2021). Teaching socio-scientific issues through integrated STEM education: an effective practical averment from Indonesian science lessons. International Journal of Science Education, 43(16), 2663–2683. https://doi.org/10.1080/09500693.2021.1983226
50. Yazıcı, A. Ş., & Akyol, B. (2021). The validity and reliability study of the scale of occupational professionalism of school principals. E- International Journal of Educational Research, 12(4), 89–105. https://doi.org/10.19160/e-ijer.978454
51. Yıldırım, G. Y. (2024). The effect of the common knowledge construction model on 4th grade students' scientific thinking habits and argument levels [Unpublished master's thesis]. Trabzon University.
52. Yıldırım, I., & Bakırcı, H. (2019). The Effect of common knowledge construction model-based science education on entrepreneurship skills of secondary school students. International Journal of Progressive Education, 15(6), 134–150. https://doi.org/10.29329/ijpe.2019.215.9
53. Yıldızbaş, H., & Güzel, H. (2020). The effect of teaching according to the common knowledge construction model on sixth grade students' conceptual understanding of the subject of light. OPUS International Journal of Society Researches, 16(29), 1718–1750. https://doi.org/10.26466/opus.751220
54. Yurtbakan, E., Çalık, M., & Güler, T. (2021). Investigating fourth grade students’ conceptual growth of the ‘organic and nonorganic foods’ subject: A case of common knowledge construction model. Hacettepe University Journal of Education, 36, 544–561. https://doi.org/ 10.16986/HUJE.2020058881