The effect of using the Posner model of conceptual change for science teaching in modifying alternative conceptualizations of scientific concepts for primary stage students"

Document Type : Original Article

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Ministry of Education - Abu Qurqas Educational Administration

Abstract

Abstract:
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.


Keywords: Posner's model of conceptual change - teaching science - alternative perceptions of scientific concepts

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