أثر التفاعل بين استراتيجية الأمثلة المحلولة و المعرفة السابقة في تنمية المفاهيم العلمية و حل المسائل الفيزيائية ذات البناء الجيد و ذات البناء الضعيف لدى طلاب الصف الأول الثانوي

Abstract EN

The research aims to study the interaction between worked-examples Strategy and prior knowledge in the development of scientific concepts and Well-and Ill-Structured physical problems Solving with first-graders secondary students.

The current study was reached the following conclusions : (1) Worked-examples Strategy have an impact on Scientific concept achievement and concepts and Well-and Ill-Structured physical problems Solving with first-graders secondary students, (2) Prior knowledge have an impact on Scientific concept achievement and Well-and Ill-Structured physical problems Solving with first-graders secondary students, (3) There is an interaction between teaching treatment “ worked- examples Strategy-the traditional method” and prior knowledge “high-low” on Scientific concept achievement and Well-and Ill-Structured physical problems Solving.

This result is the most important because they indicate that the learner with Low-Prior knowledge student often do not benefit from worked-examples Strategy that provide elaborated instructional explanations about the procedures or methods of solution, This result is known as The Expertise Reversal Effect.

This means that whenever decreased prior knowledge of the learner, The greater the benefit from the worked-examples Strategy And vice versa.