أثر استخدام استراتيجية حل المشكلات بالأقران في اكتساب المفاهيم الوراثية وتعديل التصورات البديلة لدى طالبات الصف الثاني عشر بسلطنة عمان

Research output: Contribution to journalArticle

Abstract

The aim of this study was to investigate the effect of using
peer problem solving strategy in the acquisition of genetic concepts
and correcting the alternative concepts of the 12th grade Omani female
students. The sample consisted of (155) students selected from two
post Basic Education school of Al-Dakhlyia Governorate, Oman. The
sample was divided into two groups; experimental group (n= 80
students) taught the genetic concepts by peer problem solving strategy
and control group (n= 75 students) taught the genetic concepts by the
conventional method of teaching. The study lasted for two months in
the second semester of the 2011/2012 academic year.
To achieve the study's aims, the researchers designed a teacher
manual in how to use peer problem solving strategy in teaching
genetic concepts and two-tier MCQs test. The validity and reliability
of the test were checked and the value of the reliability is (0.85).
The findings of the study revealed that there were statistical
significant differences in the acquisitions of genetic concepts in favor
of experimental group. Furthermore, the findings showed that peer
problem solving strategy has the potential power to correct students'
misconceptions in genetic.
In the light of these findings, the study proposes several
recommendations such as conducting training workshops for in
service biology teachers in how to use the peer problem solving
strategy to teach genetic concepts for 12th grade students. Finally, the
study recommends a need to conduct more research studies in using
peer problem solving strategy in teaching science and relate it to some
pedagogical variables. (Keywords: Genetic Concepts, Peer Problem
Solving Strategy, Alternative Conceptions, Female Students, 12th
Grade).
Original languageArabic
Pages (from-to)133-144
Number of pages12
JournalJordan Journal of Educational Sciences (Yarmouk University, Jordan)
Volume10
Issue number2
Publication statusPublished - 2014

Cite this

@article{844fac9ed606432388dbe7e32535eccc,
title = "أثر استخدام استراتيجية حل المشكلات بالأقران في اكتساب المفاهيم الوراثية وتعديل التصورات البديلة لدى طالبات الصف الثاني عشر بسلطنة عمان",
abstract = "The aim of this study was to investigate the effect of usingpeer problem solving strategy in the acquisition of genetic conceptsand correcting the alternative concepts of the 12th grade Omani femalestudents. The sample consisted of (155) students selected from twopost Basic Education school of Al-Dakhlyia Governorate, Oman. Thesample was divided into two groups; experimental group (n= 80students) taught the genetic concepts by peer problem solving strategyand control group (n= 75 students) taught the genetic concepts by theconventional method of teaching. The study lasted for two months inthe second semester of the 2011/2012 academic year.To achieve the study's aims, the researchers designed a teachermanual in how to use peer problem solving strategy in teachinggenetic concepts and two-tier MCQs test. The validity and reliabilityof the test were checked and the value of the reliability is (0.85).The findings of the study revealed that there were statisticalsignificant differences in the acquisitions of genetic concepts in favorof experimental group. Furthermore, the findings showed that peerproblem solving strategy has the potential power to correct students'misconceptions in genetic.In the light of these findings, the study proposes severalrecommendations such as conducting training workshops for inservice biology teachers in how to use the peer problem solvingstrategy to teach genetic concepts for 12th grade students. Finally, thestudy recommends a need to conduct more research studies in usingpeer problem solving strategy in teaching science and relate it to somepedagogical variables. (Keywords: Genetic Concepts, Peer ProblemSolving Strategy, Alternative Conceptions, Female Students, 12thGrade).",
author = "Abdulla Ambusaidi and Sulaiman Al-Balushi",
year = "2014",
language = "Arabic",
volume = "10",
pages = "133--144",
journal = "Jordan Journal of Educational Sciences (Yarmouk University, Jordan)",
number = "2",

}

TY - JOUR

T1 - أثر استخدام استراتيجية حل المشكلات بالأقران في اكتساب المفاهيم الوراثية وتعديل التصورات البديلة لدى طالبات الصف الثاني عشر بسلطنة عمان

AU - Ambusaidi, Abdulla

AU - Al-Balushi, Sulaiman

PY - 2014

Y1 - 2014

N2 - The aim of this study was to investigate the effect of usingpeer problem solving strategy in the acquisition of genetic conceptsand correcting the alternative concepts of the 12th grade Omani femalestudents. The sample consisted of (155) students selected from twopost Basic Education school of Al-Dakhlyia Governorate, Oman. Thesample was divided into two groups; experimental group (n= 80students) taught the genetic concepts by peer problem solving strategyand control group (n= 75 students) taught the genetic concepts by theconventional method of teaching. The study lasted for two months inthe second semester of the 2011/2012 academic year.To achieve the study's aims, the researchers designed a teachermanual in how to use peer problem solving strategy in teachinggenetic concepts and two-tier MCQs test. The validity and reliabilityof the test were checked and the value of the reliability is (0.85).The findings of the study revealed that there were statisticalsignificant differences in the acquisitions of genetic concepts in favorof experimental group. Furthermore, the findings showed that peerproblem solving strategy has the potential power to correct students'misconceptions in genetic.In the light of these findings, the study proposes severalrecommendations such as conducting training workshops for inservice biology teachers in how to use the peer problem solvingstrategy to teach genetic concepts for 12th grade students. Finally, thestudy recommends a need to conduct more research studies in usingpeer problem solving strategy in teaching science and relate it to somepedagogical variables. (Keywords: Genetic Concepts, Peer ProblemSolving Strategy, Alternative Conceptions, Female Students, 12thGrade).

AB - The aim of this study was to investigate the effect of usingpeer problem solving strategy in the acquisition of genetic conceptsand correcting the alternative concepts of the 12th grade Omani femalestudents. The sample consisted of (155) students selected from twopost Basic Education school of Al-Dakhlyia Governorate, Oman. Thesample was divided into two groups; experimental group (n= 80students) taught the genetic concepts by peer problem solving strategyand control group (n= 75 students) taught the genetic concepts by theconventional method of teaching. The study lasted for two months inthe second semester of the 2011/2012 academic year.To achieve the study's aims, the researchers designed a teachermanual in how to use peer problem solving strategy in teachinggenetic concepts and two-tier MCQs test. The validity and reliabilityof the test were checked and the value of the reliability is (0.85).The findings of the study revealed that there were statisticalsignificant differences in the acquisitions of genetic concepts in favorof experimental group. Furthermore, the findings showed that peerproblem solving strategy has the potential power to correct students'misconceptions in genetic.In the light of these findings, the study proposes severalrecommendations such as conducting training workshops for inservice biology teachers in how to use the peer problem solvingstrategy to teach genetic concepts for 12th grade students. Finally, thestudy recommends a need to conduct more research studies in usingpeer problem solving strategy in teaching science and relate it to somepedagogical variables. (Keywords: Genetic Concepts, Peer ProblemSolving Strategy, Alternative Conceptions, Female Students, 12thGrade).

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JO - Jordan Journal of Educational Sciences (Yarmouk University, Jordan)

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