The effects of Common Knowledge Construction Model sequence of lessons on science achievement and relational conceptual change |
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| Authors: | Jazlin Ebenezer Sheela Chacko Osman Nafiz Kaya Satya Kiran Koya Devairakkam Luke Ebenezer |
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| Institution: | 1. 299 College of Education, Wayne State University, Detroit, Michigan 48202;2. Spicer Memorial College, Aundh Road, Ganeshkhind, Pune, India;3. Faculty of Education, Department of Science Education, Firat University, Elazig, Turkey;4. Department of Biological Science, Wayne State University, Detroit, Michigan;5. College of Business, Northern Caribbean University, Mandeville, Jamaica, West Indies |
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| Abstract: | The purpose of this study was to investigate the effects of the Common Knowledge Construction Model (CKCM) lesson sequence, an intervention based both in conceptual change theory and in Phenomenography, a subset of conceptual change theory. A mixed approach was used to investigate whether this model had a significant effect on 7th grade students' science achievement and conceptual change. The Excretion Unit Achievement Test (EUAT) indicated that students (N = 33) in the experimental group achieved significantly higher scores (p < 0.001) than students in the control group (N = 35) taught by traditional teaching methods. Qualitative analysis of students' pre‐ and post‐teaching conceptions of excretion revealed (1) the addition and deletion of ideas from pre‐ to post‐teaching; (2) the change in the number of students within categories of ideas; (3) the replacement of everyday language with scientific labels; and (4) the difference in the complexity of students' responses from pre‐ to post‐teaching. These findings contribute to the literature on teaching that incorporates students' conceptions and conceptual change. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 25–46, 2010 |
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| Keywords: | excretion science achievement conceptions Phenomenography relational conceptual change |
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