The aim of the present research was to explore the effect of the Common Knowledge Construction Model (CKCM)-oriented education on sixth grade students' views on the Nature of Science (NOS) and to compare it with the existing learning model (5Es learning model). The research was conducted with a total of 76 students (38 by 38--for experimental and control groups) in 2013-2014 school year. Within a quasi-experimental research design, the Views of Nature of Science Questionnaire (VNOS) and the Student Interview on the Nature of Science Aspects (SINOSA) were used for data collection. Quantitative data from the VNOS were exposed to independent t-test while qualitative data from the interview protocol were analyzed using content analysis. Results of pre-test and pre-interview denoted that both groups properly constructed ‘empirical’ aspect of the NOS while the other aspects of the NOS were naïve and transitional levels. After the intervention, it was found that the control group’s views of the NOS, except for the empirical aspect, were transitional level whilst those of the experimental group were informed level. Further, it was elicited that the experimental group performed the highest change in ‘imaginary and creative’ aspect of the NOS.
Key words: CKCM, 5Es learning model, light and sound topic, nature of science, science education.
The Effect of Common Knowledge Construction Model-Based Instruction on 5th Grade Students' Conceptual Understanding of Biodiversity