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

Abstract

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.

Tapping into collaborative skills and learning achievement: The effect of implementing the common knowledge construction model equipped with podcasts on chemical bonds topic

“…In this phase, alternative concepts are revealed for students to understand the material of elemental stability, ionic bonds, and covalent bonds through phenomenography in video podcast shows. Alternative concepts have been solved with the help of activities in other stages (Haydari & Coştu, 2021). In this phase, students can also develop collaboration skills, namely listening.…”

“…CKCM informs students to build beliefs about the world through personal interaction with natural phenomena and social interaction with others (Haydari & Coştu, 2021). CKCM argues that schools should equip students with social and basic skills.…”

“…Based on the results of previous studies, the CKCM learning model meets the requirements and expectations of the current science curriculum, namely science literacy, scientific thinking habits, and socio-scientific problems) Cobern, 2017). When previous CKCM studies were reviewed, it was determined that CKCM provides a significant improvement in students' conceptual understanding and ensures permanence of knowledge (Haydari &;Coştu, 2021), has a positive impact on attitudes towards chemistry lessons (Bakırcı et al, 2017), has a positive effect on students' academic achievement (Bakirci &;Ensari, 2018), has a positive impact on improving the nature of science (Özden &;Yenice, 2020), a positive influence on students' science process skills (Haydari & Coştu, 2021), positively impacting socio-scientific problems (Haydari & Coştu, 2021). A critical aspect of CKCM is that it gives teachers flexibility in their choice of methods and techniques, and many learning theories can be synthesized.…”

“…A critical aspect of CKCM is that it gives teachers flexibility in their choice of methods and techniques, and many learning theories can be synthesized. In addition, it allows students to transfer what new knowledge they have just learned into similar real-life situations (Haydari & Coştu, 2021).…”

Effect of Web-Based Collaborative Learning Method with Scratch on Critical Thinking Skills of 5th Grade Students

“…In our country, which is one of the countries rich in biodiversity, it is necessary to educate students who are aware of biodiversity and know how to protect natural life and living things (Haydari & Coştu, 2021). In the literature on biodiversity, it is seen that there are studies examining the effects of teaching based on the common knowledge construction model and the biodiversity museum tour activity on the academic achievement of secondary school students (Bolat, Karamustafaoğlu, & Karamustafaoğlu, 2020;Haydari et al, 2021). There are studies in which learning modules aiming to increase the willingness to protect honeybees, a lesson plan on biodiversity based on 5E, an achievement test on the ecosystem, biodiversity, and environmental problems were developed and a biodiversity literacy assessment tool was adapted (Aydın & Selvi, 2020;Efe & Efe, 2022;Keleş & Özenoğlu, 2017;Schönfelder & Bogner, 2018).…”