أثر استخدام استراتيجية التعارض المعرفي في تعديل التصورات البديلة للمفاهيم الجغرافية في مادة الدراسات الاجتماعية لدى طالبات الصف العاشر و اتجاهاتهن نحو المادة

Abstract EN

The study aimed to investigate grade-ten Social Studies students' perceptions of geographical concepts.

It analyzed the effect of the cognitive-conflict strategies on correcting students' geographical misconceptions and their attitudes toward Social Studies.

The study sample consisted of 51 grade-ten female students from Al-Batinah-North schools.

The sample was divided into two groups: an experimental group n= 25 and a control group n=26.

To achieve the objectives of the study, the researchers used a semi-experimental design and designed and used two instruments: the first was a geographical-concept test, consisted of 20 multiple-choice items, the other was an attitude scale towards the subject, consisted of 22 items.

The results of the study revealed that the students had a deficiency in understanding the geographical concepts.

There were statistically significant differences at a=0.05 between the score average of the experimental group of students who took the post concepts test.

However, there were no statistically significant differences at a=0.05 in the students' attitudes towards the subject.

The study highlighted the importance of the use of alternative perceptions for geographical concepts and fixing them using new teaching strategies.