Descrizione principale (Inglese)

The present research aims at identifying the effect of the cognitive ‎conflict strategy on the acquisition of physical concepts among ‎second-year intermediate students. In light of the research ‎objective, the following null hypothesis was formulated: (There is ‎no statistically significant difference in the average scores at the ‎level of significance (0.05) between the experimental group ‎students who will study Physics according to the cognitive ‎contrast strategy and the control group students who will study the ‎same subject following the usual way in testing the acquiring ‎physical concepts prepared for the purposes of this research).‎ Since this research includes an independent variable (cognitive ‎conflict strategy) and a dependent variable (acquisition of ‎physical concepts), the researcher used an experimental design ‎with partial control for two equal groups, one experimental and ‎the other control‏.‏ Equivalence was conducted between the students of the two ‎research groups with the following variables: (students’ ‎chronological age in months, mid-year grades for physics, ‎previous knowledge test, Daniels intelligence test). In the second ‎semester of the academic year (2023-2024) the researcher ‎determined the academic material that will be studied during the ‎experiment which are the two units. They include: (Chapter ‎Three: Work, Power, and Energy, Chapter Four: Work and ‎Machines), while the third unit: Sound and Light include: ‎‎(Chapter Five: Wave motion and sound, Chapter Six: Light) from ‎the physics textbook. For the second intermediate grade, the ‎researcher formulated behavioral objectives for the topics that he ‎would teach. There were (103) behavioral objectives according to ‎Bloom’s levels (remembering, understanding, application, ‎analysis).‎‏ ‏ The researcher prepared (48) daily plans for teaching the two ‎research groups and presented a model to a group of arbitrators to ‎determine their suitability for the second-year intermediate ‎students. To achieve the research goal, the researcher prepared the ‎research tool‏:‏ Test for the acquisition of physical concepts: It consists of (54) ‎objective items with four alternatives. Its apparent validity was ‎extracted by exposing it to a jury of experts‏. ‏ Content validity was also extracted in light of the test’s ‎conformity to the content which was examined. The coefficient of ‎excellence, the coefficient of difficulty, and the effectiveness of ‎the incorrect alternatives were also calculated. For each item of ‎the test, it was using appropriate statistical methods, reliability ‎was extracted using two split-half methods and Kuder-Richardson ‎‎20‎‏.‏ After analyzing the results statistically using a t-test for two ‎independent samples (to test the acquisition of physical concepts), ‎the results showed the superiority of the experimental group that ‎studied with the cognitive conflict strategy over the control group ‎that followed the usual way in testing the acquisition of physical ‎concepts. In light of the research results, the researcher concluded ‎some recommendations and proposals that were mentioned in ‎Chapter Four