The effectiveness of instructional design using the theory of teaching diversification in correcting misconceptions among students of the second intermediate grade

Abstract

The aim of this research is to identify the effectiveness of an educational design according to the theory of teaching diversification in correcting misconceptions among students of the second intermediate grade, and for the purpose of achieving the goal of the research, the null hypothesis has been formulated which states that (there is no statistically significant difference at the level of significance (0.05) between the average scores of students of the experimental group who will study according to the instructional design to diversify teaching, and the average scores of the control group who will study according to the usual method of testing Correcting misconceptions. The researcher has been relying on the experimental design with partial control, and an analysis of the science book Part I for the first and second intermediate stages was carried out before the start of the experiment and the extraction of common concepts (repeater) between the concepts of the second grade intermediate (research sample) and the concepts of the first intermediate, as their number reached (32) duplicate concepts, and these are the concepts adopted by the researcher in the construction of the test of diagnosis of erroneous concepts, the researcher has conducted equivalence in the following variables, the chronological age calculated In months, IQ test, test of previous information, diagnostic test of concepts), and after drawing the results of the diagnostic test it was found that there are (14) misconceptions, As for the second stage, which represents the correction of misconceptions, the experiment was carried out through the study of the two research groups all the vocabulary of the first four chapters of the science book Part I and after the completion of the experiment, the two research groups tested the post-test built by the researcher from (42) paragraphs, and at three levels (definition, distinction, application) of the type of multiple choice of four alternatives, and when correcting the students' answers the researcher obtained the data for the experimental group and the control group, and using the means The results showed the superiority of the students of the experimental group who studied the educational design according to the diversity of teaching over the control group who studied according to the usual method in the variable of correcting misconceptions and in the light of all of the above, the researcher has reached a number of conclusions, recommendations and proposals.