THE EFFECT OF COMMON KNOWLEDGE CONSTRUCTION MODEL ON PROSPECTIVE SCIENCE TEACHERS? CONCEPTUAL UNDERSTANDINGS ON WATER POLLUTION

Abstract

Author(s): H羹lya BALABAN* and Rabia ZDEM?R**

Surface waters are in a cycle with the energy provided by the sun. Humans play an active role in this cycle of water. In this
process, the substances that are mixed in water change the physical, chemical and biological properties of the water and cause pollution
on the water. All living organisms are adversely affected by this pollution in their vital processes. The aim of this study used of
Common Knowledge Construction Model is to determine the effect of science teacher candidates on conceptual understanding of water
pollution. This study was carried out with 18 science teachers’ candidate in the 4th grade of Trabzon University Fatih Education Faculty
in the fall semester of 2018-2019 academic years. In the study, pre-test and post-test semi-experimental method without control group
was used. Word Association Test (WAT) was used as data collection tool. In order to evaluate the results of the pre-test and post-test,
each of the answers given to the key concepts was examined. A frequency table and concept networks were formed. As a result, it is
seen that there is an increase in the number of words given to the key concepts in favor of the post-test. It was found out that the
Common Knowledge Construction Model (CKCM) had an impact on the conceptual understanding of teacher candidates about water
pollution. More studies related to CKCM should be included and teachers should be encouraged to use this model effectively in their
courses.

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