Abstract:

This study seeks to analyze the influence of Common Knowledge Construction Model CKCM on seventh grade students’ conceptual understanding and permanence of knowledge in terms of greenhouse effect. The study was conducted with 25 seventh grade students during 2015-2016 academic year spring term. The research was conducted in the pre-post test with single-control group design of experimental research model. Data collection tools of the study are Greenhouse Effect Conceptual Understanding Test GECUT and Greenhouse Effect Achievement Test GEAT . Data collection tools were implemented on the students a week before the instruction as pretest and following the instruction as posttest. The same tests were also used as permanence tests in order to reveal the influence of CKCM on seventh grade students’ knowledge permanence of greenhouse effect. The data obtained from GECUT were analyzed via grading key, descriptive statistics, and post-hoc methods. For the analysis of data obtained from GEAT, Wilcoxon Signed-Rank Test was used. It was seen that CKCM led to a significant increase on seventh grade students’ conceptual understanding in relation to greenhouse effect. In addition, it was obvious that CKCM was influential in ensuring knowledge permanence in terms of greenhouse effect

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