أثر نموذج مقترح في ضوء نموذجي بوسنر وستيبانز للتغير المفاهيمي في تصويب التصورات الرياضية الخاطئة لدى طلبة الصف التاسع أثر نموذج مقترح في ضوء نموذجي بوسنر وستيبانز للتغير المفاهيمي في تصويب التصورات الرياضية الخاطئة لدى طلبة الصف التاسع
فلسطين محمد يوسف الخطيب
Falasteen. M. Al-Khateeb
This study aimed to investigate the effectiveness of a proposed model in light of Posner and Stepans' model of conceptual change in correcting misconceptions among the 9th grade students. The researcher followed the experimental approach, where the experimental study sample consisted of (144) male and female students out of (3838) male and female students in the ninth grade in the South Hebron Directorate, distributed in two groups, one is controlled and the other is experimental and each of them consists of (72) male and female students from Al-DhahriyaBasic Boys' School and Duma Girls' Secondary school. The researcher has calculated the misconceptionsin the engineering and measurement unit using an open questionnaire then prepared a adopted of misconceptions in which the error rate was at least (40%) and its number (18) is a mathematical concept and generalization wrong, the pre and post diagnostic tests were applied to the two groups, and the researcher verified his validity and reliability according to the appropriate methods. To answer the researchquestions, the mean and standard deviations were extracted, and (ANCOVA) was used as well as the effect size (η 2).The results of the study showed that there are statistically significant differences for the 9th grade students in the test for correcting misconceptions in terms of teaching according to the method of teaching that was carried out according to the proposed model in the study and for the benefit of the experimental group, and the absence of statistically significant in the test of correcting misconceptions according to the gender variable and also according to the interaction between the method and gender. In the light of these results, the researcher recommended to conduct more and more diagnostic tests to detect misconceptions among mathematics students at all ages, as well as the researcher recommending the implementation of the proposed model in the light of conceptual change strategies to correct misconceptions, and conducting more studies on conceptual change strategies to notice their impact on dependent variables, such as students' attitudes towards the topic.