The Impacting of Science Teaching by Vee Diagrams and Posner Model in Changing Misconceptions and Achievement For the Eighth Grader Students

Monther Bishara Alswelmeen

Abstract


This study aimed to determine the impact of science teaching by Vee Diagrams and posner model in changing misconceptions and achievement for the eighth grader students, the study used diagnostic exam of misconceptions, with stability coefficient of (0,80), and achievement exam with stability coefficient of (0.84).
The study was conducted over a sample of (134) in eighth grader students, in IBN TOFAIL school, belonging to Amman's second educational district; (2012-1013) 1st semester; divided randomly into three groups. Two were experimental and one as a control.
The study appears statistical variation between the percentage of misconceptions between the two experimental groups (Vee Diagrams and Posner Model) and the control group in favor of the two experimental groups. The number of misconceptions for experimental groups were less than the control one; also there is statistical variation between repetition of misconceptions for the students of Vee Diagrams and Posner Model in favor of Posner Model. The repetition of misconceptions for Posner Model group were less than the Vee Diagrams group, and There is a variation in statistical significance between the performance of the two experimental groups and the performance of the control group on the achievement test in general in favor of the two experimental groups, But There is no variation in statistical significance between the performance of the Vee Diagrams group members and the Posner Model group members in the achievement test of concepts, the study recommends Using Vee Diagrams and Posner Model in science teaching as objective and planning form effectively, and taking into consideration changing misconceptions

Keywords


Vee Diagrams, Posner Model, Changing Misconceptions, Achievement.

Refbacks

  • There are currently no refbacks.