The effects of common knowledge construction model sequence of lessons on science achievement and relational conceptual change

Ebenezer J., Chacko S., Kaya O. N., Koya S. K., Ebenezer D. L.

Journal of Research in Science Teaching, vol.47, no.1, pp.25-46, 2010 (SSCI) identifier

  • Publication Type: Article / Article
  • Volume: 47 Issue: 1
  • Publication Date: 2010
  • Doi Number: 10.1002/tea.20295
  • Journal Name: Journal of Research in Science Teaching
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.25-46
  • Keywords: Conceptions, Excretion, Phenomenography, Relational conceptual change, Science achievement
  • Uşak University Affiliated: No

Abstract

The purpose of this study was to investigate the effects of the Common Knowledge Construction Model (CKCM) lesson sequence, an intervention based both in conceptual change theory and in Phenomenography, a subset of conceptual change theory. A mixed approach was used to investigate whether this model had a significant effect on 7th grade students' science achievement and conceptual change. The Excretion Unit Achievement Test (EUAT) indicated that students (N=33) in the experimental group achieved significantly higher scores (p<0.001) than students in the control group (N=35) taught by traditional teaching methods. Qualitative analysis of students' pre- and post-teaching conceptions of excretion revealed (1) the addition and deletion of ideas from pre- to post-teaching; (2) the change in the number of students within categories of ideas; (3) the replacement of everyday language with scientific labels; and (4) the difference in the complexity of students' responses from pre- to post-teaching. These findings contribute to the literature on teaching that incorporates students' conceptions and conceptual change. © 2009 Wiley Periodicals, Inc.