Common Knowledge Construction Model Applications: Investigating the Effects on Academic Achievement and Retention

Year 2025, Volume: 33 Issue: 3, 585 - 601, 25.07.2025

Ozan Emre Demirel , Lütfullah Türkmen

https://doi.org/10.24106/kefdergi.1750183

Abstract

This research investigates the effects of the Common Knowledge Construction Model (CKCM) applied to the 6th-grade "matter and heat" unit of the Science Curriculum on students' academic achievements retention. The study employed "pre-test post-test non-equivalent control group design" was adopted. The research was conducted during the 2018-2019 academic year and lasted for 9 weeks, involving a total of 72 students from a middle school located in a province in the Aegean region in Turkey. Data collection instrument was developed by the researchers. Matter and Heat academic achievement test was applied to the groups as pre-test, post-test and retention test. From the results it was determined that lessons taught according to CKCM were more effective in improving students' academic achievements and retentions compared to the instructional practices included in the Science Curriculum.

Keywords

Argumentation-based learning , Common knowledge , PECED papers , Socioscientific issues , Three-stage achievement test

Ortak Bilgi İnşa Modeli Uygulamaları: Akademik Başarı ve Kalıcılık Üzerindeki Etkilerin İncelenmesi

Abstract

Bu araştırmada, 6. sınıf fen bilimleri dersi "madde ve ısı" ünitesine yönelik uygulanan Ortak Bilgi İnşa Modeli'nin (OBİM) öğrencilerin akademik başarıları ve bilgilerinin kalıcılığı üzerindeki etkileri incelenmiştir. Çalışmada "ön test son test eşitlenmemiş kontrol gruplu araştırma deseni kullanılmıştır. Araştırma 2018-2019 eğitim öğretim yılında yürütülmüş ve 9 hafta sürmüş olup çalışmaya Türkiye'nin Ege Bölgesi'ndeki bir ilde bulunan bir ortaokuldan toplam 72 öğrenci katılmıştır. Veri toplama aracı araştırmacılar tarafından geliştirilmiştir. Madde ve Isı akademik başarı testi gruplara ön test, son test ve kalıcılık testi olarak uygulanmıştır. Çalışmadan elde edilen sonuçlardan, OBİM’e göre işlenen derslerin, Fen Bilimleri Dersi Öğretim Programı'nda yer alan öğretim uygulamalarına kıyasla öğrencilerin akademik başarılarını ve bilgilerinin kalıcılıklarını arttırmada daha etkili olduğu belirlenmiştir.

Keywords

Argümantasyona dayalı öğrenme , Ortak bilgi inşa modeli , TAVAÇ kağıtları , Sosyobilimsel konular , Üç aşamalı başarı testi

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