The effect of CKCM-oriented instruction on Grade 8 students’ conceptual understanding of sustainable development

Candaş, Bahar; Çalık, Muammer

doi:10.1080/00219266.2021.2006748

Cited by 7 publications

(3 citation statements)

References 56 publications

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“…Further, a pre-experimental research design was introduced as the methodology of the current study, since the principal aim of the current study was to provide the conceptual growth of the experimental group with the CKCM intervention rather than comparing it with different teaching models (Kıryak and Çalık, 2018). Also, many studies with a pre-experimental research design assume that such a pre-application serves as a starting point for investigating the effectiveness of the instructional intervention in a pre-test/post-test design (Candaş and Çalik, 2022;Çalık et al, 2015). Therefore, the author preferred to use only a one-group experimental design measured its own conceptual growth without any comparison (control) group.…”

Section: Methodology Research Methodsmentioning

confidence: 99%

Improving Conceptual Understanding of Density and Buoyancy of Liquids through Common Knowledge Construction Model

Taşdere,

Kaya

2023

SEI

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The aim of the study was to investigate the effect of the Common Knowledge Construction Model (CKCM) on 10th-grade students’ conceptual understanding of the buoyancy and density of liquids topic. Within a pre-experimental (one group pre-test/post-test) research design, this study was conducted with 22 of 10th-grade students. To collect data, the Word Association Test (WAT) and Structural Grid (SG) were employed as pre- and post-test. Students’ conceptual understanding of the states of objects in different positions (swimming, sinking, and suspending) in the liquid was determined by means of the SG. Through the WAT, the cognitive structure of the students for the stimulus words of mass, volume, density, buoyancy, and Archimedes was determined. According to the post-tests for the SG questions, it was determined that there was a significant increase in the number of correct boxes selected and a significant decrease in the number of incorrect boxes selected. In addition, it was determined that the mind map obtained from the post-WAT, which revealed the cognitive structures of the students, had a much more interrelated and complex network. The findings obtained are compared with other related studies in the literature and some suggestions for teaching science subjects of CKCM are given.

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Section: Methodology Research Methodsmentioning

confidence: 99%

Improving Conceptual Understanding of Density and Buoyancy of Liquids through Common Knowledge Construction Model

Taşdere,

Kaya

2023

SEI

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“…A lack of a control group may be seen as the limitation of the research. However, because the current research did not intend to compare the experimental group's SPS with the control one, it preferred a pre-experimental research design (Candaş & Çalik, 2022;Kiryak & Çalik, 2018). Also, it considered the experimental group's pre-test scores as a starting point to identify any improvement in SMID's SPS.…”

Section: General Backgroundmentioning

confidence: 99%

Improving Science Process Skills of Students With Mild Intellectual Disabilities

Çoruhlu¹,

Çalık²,

Nas³

et al. 2023

JBSE

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Relevant literature has an unexplored question on how prediction-observation-explanation (POE) worksheets affect science process skills of students with mild intellectual disabilities (SMID). Therefore, this research aimed to examine the effect of POE worksheets developed for the “matter and its nature” subject on SMID’s science process skills. Through pre-experimental research design, 12 fifth grade SMID participated in the research. To collect data, the researchers used science process skills development forms and rubrics to score their observations. During the teaching intervention, SMID implemented three POE worksheets, which included buzz 22 technique in the ‘prediction’ stage, hands-on experiments and QR codes in the ‘observation’ stage and snowball, learning gallery or card showing techniques in the ‘evaluation’ stage. The results indicated that the POE worksheets are effective at developing SMID’s science process skills of the "matter and its nature" subject. This research recommends that future comparative research should unveil how the POE worksheets with/without active learning techniques impact the SMID’s SPS. Keywords: mild intellectual disabilities, science education, science process skills

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“…Other factors not fixed to biology topics but to science in general include students' negative attitude towards the subject and the predominance of traditional note-taking and teaching methods (Joda, 2019;Manishimwe et al, 2023). Indeed, such learning difficulties undermine students' advanced learning of biology and interconnected concepts (e.g., sustainable development, biochemical cycles, and green pesticides) as well as interest in biology or other science subjects (Byukusenge et al, 2022;Candas & Calik, 2022;Kumandas et al, 2019). This as a consequence, has prevented students from achieving the goals set for science and technology in the 21 st century, particularly those attempting to advance human welfare (Sandika et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Concept mapping and cooperative mastery learning teaching strategies in lower secondary school classes: Effects on learning outcomes in photosynthesis

Bizimana,

Mutangana,

Mwesigye

2024

Agricultural and Environmental Education

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Although the central role of biology in nation’s scientific and technological advancement is unquestionable, the academic achievement of students in the subject has been subpar. To cope with this situation, researchers in science education have continued to look for a successful way to teach and learn biology concepts. The present study, therefore, investigated the comparative effects of concept mapping (CM) and cooperative mastery learning (CML) teaching strategies on students learning outcomes in photosynthesis. A non-equivalent pre-/post- test quasi-experimental research design was adopted. 295 secondary school form two students from four co-educational schools made up the sample of the study. Data were generated through photosynthesis achievement test (PAT). PAT was subjected to reliability analysis using Kuder-Richardson 21 (KR-21) and Cronbach’s alpha, which yielded a reliability coefficient of 0.82 and 0.95, respectively. Data were analyzed using mainly descriptive statistics, and inferential statistics of analysis of covariance. The findings revealed that both CM and CML enhanced students’ achievement (F<sub>[1,294]</sub>=26.165, p< 0.05), and the retention of the concept of photosynthesis (F<sub>[1,294]</sub>=9.042, p< 0.05). However, CM was significantly more effective than CML. As a result, the recommendation that came up among others was that science teachers should embrace CM in biology teaching as well as other perceived difficult topics in science subjects. Also considered important was to train science trainee teachers to use CM.

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The effect of CKCM-oriented instruction on Grade 8 students’ conceptual understanding of sustainable development

Cited by 7 publications

References 56 publications

Improving Conceptual Understanding of Density and Buoyancy of Liquids through Common Knowledge Construction Model

Improving Conceptual Understanding of Density and Buoyancy of Liquids through Common Knowledge Construction Model

Improving Science Process Skills of Students With Mild Intellectual Disabilities

Concept mapping and cooperative mastery learning teaching strategies in lower secondary school classes: Effects on learning outcomes in photosynthesis

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