@article{2020,title={Global Environmental Problems Based on Common Knowledge Construction Model: Evaluation of “Exploring and Categorizing” Stage},abstractNode={The aim of this study was to investigate the “exploring and categorizing” stage of global environmental problems based on Common Knowledge Construction Model (CKCM) in teaching. The CKCM consists of four stages: (1) exploring and categorizing, (2) constructing and negotiating, (3) translating and extending, and (4) reflecting and assessing. A phenomenographic research design was used. The study sample consisted of 47 seventh-grade secondary school students. Data were collected using a phenomenon form specific to global environmental issues during the exploring and categorizing stage. A total of 141 forms on global warming, acid rain, and ozone depletion within the scope of global environmental issues were analyzed. The form addresses participants' predictions and explanations concerning the phenomena before they have taken place, and their observations and explanations after they have taken place. Data were analyzed using phenomenographic analysis. Concerning the phenomenon of global warming, six categories and 11 explanations emerged in the prediction stage while four categories and 13 explanations emerged in the observation stage. Concerning the phenomenon of acid rain, three categories and 11 explanations emerged in the prediction stage while four categories and nine explanations emerged in the observation stage. Concerning the phenomenon of ozone depletion, four categories and nine explanations emerged in the prediction stage while four categories and 11 explanations emerged in the observation stage. Results were discussed with reference to literature.},author={Didem Karakaya Cirit},year={2020},journal={International Online Journal of Educational Sciences}}