Investigation of the effect of the common knowledge construction model on teaching of the 7th grade electrical energy unit at school with different socio-economic levels

The purpose of this research is to design and apply activities based on Common Knowledge Construction Model (CKCM) inclusive of 7th grade electrical energy unit and to investigate the effect of the model on academic achievement, conceptual understanding, views on the nature of science of the students at school of different socio-economic levels and to reveal student views on the applied model. In this study, "semi-experimental method with pre-test post-test control group design" was chosen as experimental research methods. Pilot application of the study was done with three classes (62 students in total) two being experimental and one being control group at a secondary school in Kastamonu center. Using "Student Status Determination Questionnaire" for the main application, three secondary schools were selected at different socio-economic levels (lower, middle and upper) in Kastamonu province center. An experiment and a control group were selected randomly from the branches of the seventh grade students at school of each socio-economic level. Thus, the actual implementation was carried out with the participation of a total of 138 students from three schools. During the 6 weeks of practice, the lessons in the experimental groups were thought according to the Common Knowledge Construction Model and the control groups were thought according to the 2013 Science Curriculum. Quantitative and qualitative data collection tools were used together; that is, the data were collected through a mixed method. Quantitative data collection tools were "Electrical Energy Unit Achievement Test (EEUAT)" and "Electrical Energy Unit Conceptual Understanding Test (EEUCUT)"; qualitative data collection tools were "Views on Nature of Science Questionnaire (VNOS)" and "Semi-Structured Interview Form (SSIF)". Quantitative data obtained in the study were analyzed using dependent t-test, independent t-test and ANOVA whereas qualitative data were analyzed according to content analysis and descriptive analysis. As a result of the research, it was observed that the lessons taught according to activities developed the CKCM increased the academic achievement and maintained the permanence of the information learned. In terms of academic achievement, no significant difference was found between "lower and middle socio-economic schools" and "middle and upper socio-economic schools". However, there was a significant difference between the "upper and lower socio-economic schools" in favor of the upper socio-economic school. Similar results were obtained in terms of conceptual understanding. The lessons taught according to the CKCM increased the students' conceptual understanding. In terms of conceptual understanding, there was a significant difference between only "lower and upper socio-economic schools" in favor of the upper socio-economic school. It was seen that alternative concepts that are common in the literature are high among students at the beginning of the application, and it was seen that the CKCM supported activities has greatly reduced these alternative concepts after the application. It was also seen that CKCM supported activities had a positive effect on the students' understanding of the nature of science and increased the number of students with sufficient views after the application. Most of the students who participated in the interviews stated that they liked the things made within the scope of the CKCM, the practice increased their interest in the lesson, they found it very interesting, funny and instructive and facilitated their learning. Some students expressed that they didn't like the application because it lasted for a long time, included many activities, and constantly kept them active. It is recommended to conduct research on different units of the science course which will demonstrate the effect of CKCM supported instruction on students' academic achievements, conceptual understanding and their views on the nature of science.