أثر استخدام استراتيجية بوسنر في تعديل الفهم الخطأ في الكيمياء لدى طالبات الصف العاشر في الأردن
الكلمات المفتاحية:
بوسنر، تعديل الفهم الخطأ، الكيمياء، الصف العاشرالملخص
هدفت الدراسة إلى كشف أثر التدريس وفق استراتيجية بوسنر في تعديل الفهم الخطأ في الكيمياء لدى طالبات الصف العاشر الأساسي. جرى استخدام المنهج شبه التجريبي لتحقيق أغراض الدراسة، وتكونت عينة الدراسة من (30) طالبة كمجموعة تجريبية دُرست وفق استراتيجية بوسنر، و(30) طالبة كمجموعة ضابطة، دُرست وفق الطريقة الاعتيادية. جرى إعداد اختبار المفاهيم الكيميائية مكونًا من (20) فقرة من نوع الاختيار من متعدد (Two-Tier Multiple Choice Test). وطبِّق الاختبار قبليًا وبعديًا على المجموعتين، وبعد جمع البيانات جرى تحليلها إحصائيًا باستخدام برنامج الحزم الإحصائية للعلوم الاجتماعية. أظهرت النتائج أن لدى طالبات الصف العاشر فهمًا خطأ في المفاهيم الكيميائية، كما أظهرت وجود فروق دالة إحصائيًا بين متوسطي درجات المجموعتينلصالح المجموعة التجريبية التي دُرست باستخدام استراتيجية بوسنر. وهذا يؤكد فاعلية استراتيجية بوسنر في تعديل الفهم الخطأ للمفاهيم الكيميائية. وفي ضوء نتائج الدراسة، جرت التوصية بأهمية استخدام هذا النموذج في التدريس وتدريب المعلمين عليه.
التنزيلات
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