Strategies for Correcting Misconception Patterns via a Digital Environment in Biology

Document Type : Original Article

Authors

قسم المناهج وطرق التدريس، کلية التربية، جامعة الأزهر

Abstract

The study aimed to diagnose misconception patterns and identify their sources regarding the scientific concepts included in the classification of living organisms unit. It also aimed to investigate the effectiveness of some conceptual change strategies (Posner model, and the seven-cycle learning (7'Es) strategy) in a digital environment on correcting these misconception  patterns among first-year secondary students. To meet these goals, the researcher utilized the experimental method with its quasi-experimental design using a test of misconception  patterns for the unit concepts among first-year secondary students. The results revealed the prevalence of five patterns of misconception  of some concepts included in the classification of living organisms unit. They also referred that the  sources of misconception  patterns differed in each pattern. Moreover, the results revealed the effectiveness of conceptual change strategies (Posner model, and the 7'Es strategy) in correcting misconception patterns. In light of these results, the research recommended monitoring the sources of forming misconception patterns of biological concepts revealed by the results of the current research, and developing appropriate strategies to deal with these sources and their causes. The study also recommended the need to train biology teachers to design and teach biology curriculum utilizing conceptual change strategies, especially, Posner model, and seven-cycle learning strategy in a digital environment, with a focus on correcting the misconception of their students by using these strategies.
 

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