The effect of nature of science activities based on common knowledge construction model (CKCM) on conceptual change and retention of middle school students

The purpose of this research was to investigate the effect of nature of science activities based on Common Knowledge Construction Model (CKCM) on conceptual change and retention of middle school students in the unit of Systems in Our Body. The sample included 50 six grade students from Ömer Nasuhi Bilmen Middle School located in the province of Sanlıurfa and they were then divided equally into two groups as intervention and control group. In order to form the methodological basis of the research, a pre-test control group design was used under the experimental research methods. The Views on the Nature of Science Scale and the Three-Stage Conceptual Achievement Test were collected. While the analysis of the first scale was made with a triple scoring key in which the understanding of the nature of science was classified, a three-step path was followed in the analysis of the test used. In conclusion, it was observed that educational academic achievements did not differ significantly according to the nature of science classes, teaching the nature of science to CKCM significantly increased their academic achievement compared to the control group, and thus permanence was achieved in the experimental group compared to the control group. Based on the findings, it was concluded that the CKCM model is effective in increasing academic achievement and providing retention.