Work

A Descrıptıve Review of Common Knowledge Constructıon Model Studies in Science Educatıon: Turkısh Case

Year: 2024

Type: article

Abstract: This study aimed to examine the Common Knowledge Construction Model (CKCM) studies published in Turkey within the scope of science education by using descriptive content analysis. Articles and postgraduate theses published on CKCM between 2011-2022 were analyzed based on different parameter. Publication types, needs for publication, aims and focuses, studied science topics-contents, methods, data collection tools, samples/research groups, teaching techniques applied in the model, and results of the studies were analyzed separately for these articles and theses. The delimitations in identifying the studies to be analyzed are as follows: I) the studies were published during the period of 2011-2022, II) the context was relevant to Turkey and III) the focus was CKCM in science education. As a result, a total of 21 research articles and 16 postgraduate theses (8 master's and 8 doctorate theses) were obtained. That very few studies had been conducted on CKCM was cited as the most common need in the reviewed studies. Developmental studies were conducted widely and most of the studies were carried out with experimental methods. Questionnaires-scales and achievement tests were used most frequently in data collection processes. It was found that Predict-(Explain)-Observe-Explain (P(E)OE) and Conceptual Change Text (CCT) were the most frequently used teaching techniques within the scope of CKCM. While the science subjects that were taught varied, socio-scientific issues (SSI) (water pollution, greenhouse effect, human-environment relations etc.) were found to be the most frequently taught science subject content. The obtained results were discussed by taking into account the similarities and differences of CKCM with other teaching models. According to the analyzed parameters, some specific recommendations are given.

Source: Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi dergisi/Yüzüncü Yıl Üniversitesi Eğitim Fakültesi dergisi

DOI: 10.33711/yyuefd.1410846

Authors: Ahmet Tasdere, Tolunay Sezen

Institutions: Usak University, Mi̇lli̇ Eği̇ti̇m Bakanliği

Language: English

Topic: Science Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funder: Pamukkale Üniversitesi