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ERIC Number: EJ875218
Record Type: Journal
Publication Date: 2010-Jan
Pages: 22
Abstractor: As Provided
Reference Count: 65
ISSN: ISSN-0022-4308
The Effects of Common Knowledge Construction Model Sequence of Lessons on Science Achievement and Relational Conceptual Change
Ebenezer, Jazlin; Chacko, Sheela; Kaya, Osman Nafiz; Koya, Satya Kiran; Ebenezer, Devairakkam Luke
Journal of Research in Science Teaching, v47 n1 p25-46 Jan 2010
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 less than 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. (Contains 5 figures and 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: India