The Impact of Common Knowledge Construction Model-Based Science Teaching on Seventh-Grade Students' 21st-Century Skills and STEM Career Interests

Abstract

The aim of this study is to examine the effects of science courses conducted using the Common Knowledge Construction Model (CKCM) on 7th-grade students' 21st-century life skills and their interest in STEM fields. The research was carried out by adopting a mixed-method design. During the implementations, the lessons were taught according to the CKCM in the experimental group and the 5E learning model in the control group. The study was conducted with a total of 50 students studying in the 7th grade in the 2023-2024 academic year. The 21st Century Life Skills Scale, the STEM Interest Scale, and a semi-structured interview form were used as data collection tools. Quantitative data were analyzed with parametric tests, and qualitative data were evaluated with the content analysis method. According to the findings, it was seen that the implementations conducted in both the experimental and control groups were practical on the 21st-century life skills and interest in STEM fields of 7th-grade students. It was determined that the developments in these areas of the students in the experimental group in which CKCM was implemented were more pronounced compared to the control group. The students who participated in the interview stated that CKCMsupported science education provided positive effects such as understanding the nature of science, developing a discussion culture, increased awareness of socio-scientific issues, developing 21st-century skills, and increased interest in STEM careers. To reveal the effects of CKCM in more detail, it is recommended that this model be implemented in various units and topics in science course and that the results be reported.