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

الملخص

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 12^th 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 12^th 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