أثر أسلوب علاجي (Driver)‎ في تعديل المفاهيم الجغرافيا المخطوءة و الاحتفاظ بها لدى طلاب الصف الأول المتوسط

الملخص EN

The reason for the current research is to know (a therapeutic method (academic model) in the adjustment of astrophysics, keep it during the first intermediate grade celebration ).

To achieve the goals of the research, the researcher formulated the following two hypotheses: 1.

There is no statistically significant difference at the level of (05, 0) the average grades of the experimental group students who studied according to an academic model and the grades of the control group students who studied in the usual way in the results of the post-test to correct the error in geography).2- There is no statistically significant difference at the level of significance (0.05) between the average scores of the students of the experimental group that studies geography according to the therapeutic method (Driever) and the average scores of the students of the control group that studies the same subject in the usual way of preserving the concepts of geography)The researcher followed the experimental method for the purpose of conducting his research, and after identifying the names of middle and high school daytime schools for boys and the numbers of students and people in each middle and high school, the researcher chose the medium (Furat al-Khair) daytime method for boys to conduct his research, so the basic research sample requires choosing one school to conduct the experiment From among middle or high schools, provided that the number of classes in the first intermediate class is not less than two divisions, The total number of the two divisions was (59) students, of which (29) students were in Division (A) to represent the experimental group, and (30) students in Division (B) to represent the control group.

Grades of the first semester in Geography, Mental Aptitude Test (Raven), pretest)After determining the study subject covered by the research, the researcher formulated the behavioral goals and study plans and presented them to a group of experts.

He also prepared the research tool (an objective test of the multiple choice type).

And since the geography concepts defined (15) geographical concepts, it required that each concept have three test items that measure three levels according to the nature of the test (definition, distinction, application) and each test paragraph has four alternatives, one of which represents a correct answer and the student must know it from among the wrong alternatives.

The items of the Geographical Concept Modification Test (59) test items, and the validity of the test, the statistical analysis, and the consistency of the test were verified.

There is a statistically significant difference between the average scores of the students of the two research groups and in favor of the experimental group, correcting misconceptions in geography and keeping them).

In light of the results of the current research, the researcher reached a set of conclusions, including: 1- The use of the Driver Model led to positive results in amending the misconceptions, preserving the concepts after modifying them, and raising the scientific level of students.

In light of the results of the research, the researcher recommends the following (directing the attention of geography teachers to the importance of uncovering the misconceptions of their students through diagnostic tests, in order to be modified to serve as the cornerstone of the advanced stages of study, and to train teachers of geography on modern methods and strategies and how to employ them.

In the teaching of such concepts, especially the Drafer because of its effect on modifying the misconception)