Effectiveness of B lending the Posner and Stepans Models of Conceptual Change in Correcting Misconceptions in 9th Grade Students
Arman, Ibrahim Moh’D
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This study aimed to investigate the efficacy of incorporating the Posner and Stepans model of conceptual change in correcting misconceptions in the ninth grade students. The two researchers followed the experimental approach, as the experimental study sample consisted of (144) male and female students from a community consisting of (3838) male and female students in the ninth grade in the South Hebron District, distributed in two groups, one is an officer and the other is experimental and each of them (72) male and female students in each From Al-Daheria Elementary Boys School and Doma Secondary Girls. A test was constructed for misconceptions in the Engineering and Measurement Unit, where its validity was verified by presenting it to a group of experts and specialists, as well as finding the coefficient of stability, which amounted to 0.89. Mathematical averages and standard deviations were calculated, the accompanying variance test (ANCOVA) as well as the effect size of the Eta Square (η2) was calculated. The results of the study showed that there were statistically significant differences for the ninth grade students in the correction of misconceptions of misconceptions according to the teaching method that was carried out according to the proposed model in the study and in favor of the experimental group, and the absence of statistically significant in the test of correction of misconceptions according to the gender variable and the absence of statistically significant differences Depending on the interaction between the method and gender. In light of these results, the study recommended employing the Posner and Stepans model in the light of conceptual change strategies to correct misconceptions, and conduct further studies on conceptual change strategies to see their impact on other dependent variables such as attitudes and motivation towards mathematics.