Ortak Bilgi Yapılandırma Modeline Uygun Hazırlanan Öğretimin Öğrencilerin İnsan ve Çevre İlişkileri Konusundaki Kavramsal Anlamalarına Etkisi

Veysel HAYDARİ- Bayram COŞTU
2020 Turkish Studies - Educational Sciences  
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 "human and environmental relations" topic. The study is conducted with 74 fifth grade students in girl's 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
more » ... ong 5th grade students. In the experiment group 1, teaching is carried out with CKCM, in the experiment group 2 CKCM supported out-ofschool learning environments, and in the control group, education is carried out teaching in accordance with the science curriculum of Turkey. Study group of 74 5th grade students (24 students from experiment group 1, 25 students from experiment group 2 and 25 students from control group) studying in a middle school in the Istanbul, Turkey. The data is collected through Human and Environmental Relations Conceptual Understanding Test (HECUT). Analyzing of HECUT 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 that students chose mostly and which alternative concepts those are the most changed analyzed as percentage. The data collected from the students' responses to the two-tier HECUT are statistically analyzed. One-way ANOVA and correlated (dependent) samples ttest 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 HECUT 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 teaching in accordance with the science curriculum does. On the other hand CKCM is more effective in terms of conceptual understanding of in human and environmental relations than according to the teaching in accordance with the science curriculum. CKCM supported out-of-school learning environments * Çalışma birinci yazarın doktora tezinden üretilmiştir.
doi:10.47423/turkishstudies.46540 fatcat:oeg5qnbftrh5dotihiprxkz2ly