أثر المنهاج في تشكيل العلاقات المفاهيمية عند الطلاب

Abstract EN

The study is directed to investigate the relationship between the nature of curriculum and the conceptual mapping students’ form during studying in such curriculum.

To study such an effect, the sample was chosen from teachers exposed to the effect of two curriculla, science section curriculum and literature’ one.

All of them are teachers in elementary grades, and they were working to complete their undergraduate studies.

The sample was consisted of 70 teachers, 20 one of them were in science section.

They were asked to answer open questions which explain their level of understanding about kinetic energy of molecules; the questions were chosen to explain the kind of conceptual relationship students form between volume, heat and pressure.

The study shows that all of students in literature section and 10% of students in science section have an alternative conceptions that was caused by students believing in the continuity of the universe (no gap between molecules).

The study shows three different levels of understanding; The first group of students thinks that heat leads to increase the volume of molecule, and this would lead to increaase the pressure; the second group of students believes that the ultra expansion of the molecule would lead ultimatly to divide them into many molecules and this would lead to increase the pressure; the third group of students believes that heat is a material that leads to increases the mass of air and increases the pressure.

The study shows that more attention should be directed to present the declaratie miroscopic knowledge about the kinetic energy of molecules, and not to depend only on presenting the macroscopic procedural knolwledge of the laws of quantity of heat and the relation between heat, volume and pressure without declartaion of how kinetic energy of molecules would explain these laws; this defecienc.