The effect of the common knowledge construction model on academic achievement and student opinion in the "Pure substances and mixtures" unit

This study examines the impact of The Common Knowledge Construction Model (CKCM) on seventh-grade students' academic achievement and student perceptions within the "Pure Substances and Mixtures" unit, employing a mixed-methods approach. In the quantitative phase, randomly assigned experimental (n = 21) and control (n = 20) groups were administered pre- and post-tests. Academic achievement, conceptual change, conceptual understanding, and scientific awareness were evaluated across sub-dimensions. Dependent and independent samples t-test analyses conducted via SPSS revealed statistically significant improvement among students in the experimental group across all criteria (p < .001), whereas the control group exhibited only limited change. In the qualitative phase, semi-structured interviews were conducted with 21 students from the experimental group following the intervention. These interviews explored how students transformed their prior knowledge through peer discussions, navigated cognitive conflict, and experienced factors influencing knowledge retention. Thematic analysis demonstrated that students actively participated in the learning process and that socially interactive learning environments supported knowledge construction. Findings indicate that instructional strategies based on The Common Knowledge Construction Model enhance academic achievement and enrich the learning process for students within the "Pure Substances and Mixtures" unit.