İlkokul 4. Sınıf Öğrencilerinin Organik ve Organik Olmayan Besinler Konusuna Yönelik KavramsalGelişimlerinin İncelenmesi: Ortak Bilgi Yapılandırma Modeli Örneği

Creative Commons License

Yurtbakan E., Çalık M., Güler T.

HACETTEPE ÜNIVERSITESI E?ITIM FAKÜLTESI DERGISI / HACETTEPE UNIV., JOURNAL OF FACULTY OF EDUCATION, vol.36, no.3, pp.544-561, 2021 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 36 Issue: 3
  • Publication Date: 2021
  • Doi Number: 10.16986/huje.2020058881
  • Journal Name: HACETTEPE ÜNIVERSITESI E?ITIM FAKÜLTESI DERGISI / HACETTEPE UNIV., JOURNAL OF FACULTY OF EDUCATION
  • Journal Indexes: Emerging Sources Citation Index (ESCI), EBSCO Education Source, MLA - Modern Language Association Database, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.544-561
  • Keywords: Foods, science education, conceptual growth, common knowledge construction model, EMBEDDED SCIENTIFIC INQUIRY, HEALTHY FOOD
  • Yozgat Bozok University Affiliated: Yes

Abstract

This study aimed to examine the impact of the CKCM-oriented instructional treatment on the fourth grade students' conceptual growth of organic and non-organic foods. Through a pre-experimental research design (a single group pre-test and post-test design), a total of 20 fourth grade students, who were selected via convenient sampling method, participated in the current study. To collect data, a word association test (WAT) and worksheets were used. This study determined a significant difference between mean scores of the pre-and post- WAT in favor of the post- WAT scores. This means that the CKCM-oriented instructional treatment has facilitated participants' conceptual growth of the organic and non-organic foods. In light of the results, the current study recommends supporting primary school students' conceptual growth by preparing the socioscientific issues-oriented CKCM lesson plans.