أثر استخدام نموذج بوسنر للتغير المفاهيمي لتدريس العلوم في تعديل التصورات البديلة للمفاهيم العلمية لتلاميذ المرحلة الإبتدائية"

Abstract EN

The aim of the current research was to identify the effectiveness of using Posner`s model of conceptual change to teach science in modifying alternative perceptions of scientific concepts for primary stage students.

To this aim, the quasi- experimental research design was adopted in the current study.

The study simple consisted of fourth-grade primary pupils at Kafr Al, Mansoura School of Basic Education of the Minya Administration.

The sample included (72) participants distributed on two groups: an experimental group that consisted of (36) participants as well as a control group consisted of (36) participants.

The experimental group participants studied using Posner's model of conceptual change; whereas, the control group (N=36) participants studied by the usual way.

Study instruments included (a diagnostic test to identify common alternative perceptions about scientific concepts - an alternative perceptions test of scientific concepts - a Teacher's Guide and a Student book for "universe" unit (all prepared by the researcher), which were formulated according to the steps of Posner's conceptual change model.

The results of the research indicated:
1- The effectiveness of using Posner's conceptual change model to teach science in modifying alternative perceptions of the scientific concepts contained in the "universe" unit.