Özet:

The purpose of this study is to explore the effect of science teaching based on Common Knowledge Construction Model (CKCM) on the conceptual understanding of seventh graders in middle school. In the study, the effect of CKCM and 5E teaching model on conceptual understanding were compared. The courses were carried out according to CKMC in experimental group and 5E teaching model was applied in control group. The study was conducted in the 2015-2016 academic year, fall semester with the participation of 40 students in total, divided equally into two groups, an experimental group and a control group with 20 students each. As part of the quasi-experimental design, the Celestial Bodies Conceptual Understanding Test (CEBCUT), the Celestial Bodies Achievement Test (CEBAT), and Word Association Test (WATT) were used to collect data. The quantitative data were analyzed using the t-test, and the qualitative data were analyzed using the content analysis method. At the end of the analysis, it was found that science teaching based on both the Common Knowledge Construction Model (CKCM) and the 5E instructional model were effective in seventh grade students’ conceptual understanding. The analysis also showed that the CKCM applied to the experimental group was more effective in the seventh grade students’ conceptual understanding than the 5E instructional model applied to the control group. Further studies using the model on different science subjects can evaluate the effect of CKCM on conceptual understanding in detail

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