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

Yıl 2024, Cilt: 53 Sayı: 3, 1445 - 1475, 31.12.2024

Filiz Denk , Hasan Bakırcı , Yilmaz Kara

https://doi.org/10.14812/cuefd.1524783

Öz

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.

Anahtar Kelimeler

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

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

Öz

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.

Anahtar Kelimeler

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

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