Özet:

The aim of this research is to study the impact of processing of the seventh-class electricity units subjects by supporting the Common Information Structure Model (OBYM) on the academic achievements of students. The study was conducted with a total of 42 students who studied in the seventh class of a secondary school in the province of Kastamonu in the spring semester of the 2016-2017 educational-learning year. From the three branches of the school, the average of the matters of the course of science at the end of the previous semester, the 7A branch experimental group, consisting of 22 students, and the 7B branch, consisting of 20 students, was randomly determined as the control group. The research was carried out in accordance with the semi-experimental scheme of the pre-test-on-test control group of experimental research methods. In the study, the experimental group is told students about the electrical energy unit subjects with OBYM-backed activities, while the students in the control group are not interfered and according to the current 2013 Science Curriculum. The application lasted 6 weeks, 24 hours of lessons per week. The Electrical Energy Unit Success Test (EEÜBT) has been developed by researchers as a data collection tool and has been used for 20 already selectively asked questions. The Cronbach’s Alpha value was considered to determine the reliability of the EEÜBT and the reliability ratio of the test was 0.89. The data obtained from the research was analyzed using the SPSS program. The study found that the OBYM-backed teaching applied in the experimental group was influential on the academic achievements of seven-class students. It is recommended that various research on the use of the model in the different units of the science course that can show the impact of the activities supported by OBYM on the academic achievements of students.

Özet:

The purpose of this study, is to investigate The Effect of Common Knowledge Construction Model (CKCM) supported science teaching on seventh grader students’ academic achievement. The research was carried out with 42 students studying in the seventh grade of a secondary school in Kastamonu province center in the spring semester of 2016-2017 academic year. From the three branches of the school, to the average of the previous year-end science course reports 22 of whom were included in the experiment group (7A) and 20 of whom were included in the control group (7B) randomly. The research was carried out in accordance with the pre-test post-test control group semi-experimental method. In the research, the lessons in the experiment group was thought the CKCM supported and the control group was thought according to the available 2013 Science Curriculum and no intervention was made. The practice lasted 24 hours, 6 weeks, 4 hours per week. The Electrical Energy Unit Achievement Test (EEUAT), consist of multiple choice 20 questions, was used as the data collection tool. In order to determine the reliability of the EEUAT, Cronbach's Alpha value was examined and the reliability coefficient of the test was found to be 0.89. The data gathered in the study were analyzed via SPSS package program. As a result of the research, it was found that the lessons thought according to the CKCM increased academic achievement of seventh graders. It is recommended that research should be conducted to use the model in different units of the science course in order to the effect of CKCM on academic achievement of students.

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