The efficiency of teaching based on the common knowledge construction model in primary school science course

The purpose of this research is to determine the functionality of the use of Common Knowledge Construction Model in the learning process in the fourth grade primary school science course in terms of conceptual understanding and the nature of science dimensions. In the research, the nested/embedded pattern was used as a pattern. In this direction, experimental intervention was made using Common Knowledge Construction Model to the experimental group, and no experimental intervention was made to the control group. In the qualitative dimension of the research, semi-structured interviews were conducted with the experimental group students. The research was conducted in one of the fourth grade branches of a primary school in Gaziantep in the spring term of the 2020-2021 academic year. In the research; the experimental group consisted of 19 students and the control group consisted of 19 students. During the five-week implementation process; 20 hours of lessons were taught in each of the experimental and control groups. The data of the research; It was collected with the help of Personal Information Form, Word Association Test, Conceptual Understanding Test, Opinion Determination Form on the Nature of Science and Semi-Structured Interview Form. The quantitative data in the study were analyzed; descriptive statistical methods and t -Test. The qualitative data was analyzed using content analysis. As a result of the research, it was concluded that Common Knowledge Construction Model was more effective in increasing students' conceptual understanding and understanding the nature of science.