A NEW APPROACH FOR TEACHING 'ENERGY' CONCEPT: THE COMMON KNOWLEDGE CONSTRUCTION MODEL

Abstract

Energy concept in science curriculum is one of important interdisciplinary topics so it is hard to learn, much research has been conducted to define students' understanding. Therefore, a model like The Common Knowledge Construction Model (CKCM) enhancing the environment with alternative assessment and socioscientific situations should be used to facilitate students' understanding. The aim of the study is to determine the effectiveness of the teaching sequence based on CKCM on the students' conceptual change process. The research was conducted as an experimental study and carried out with the 42 students at 7th grade in Trabzon. For collecting data, in the study many data collection tools were used: The achievement test, The word association test and The concept map. The result of this study shows that the students in experiment group seem to be more successful than the students in control group. Although CKCM is useful way to teach a concept or a subject, the lessons' time in the science curriculum isn't enough to use this model, especially, if students have learning difficulties. And also, students must be willing to learn and explore the knowledge if teacher want to use this model in her/his lessons.