The Effectiveness of Teaching Physics Using Driver Models in Correcting the Alternative Conceptions of First-grade Female Secondary School Students.

Abstract

The study aimed to identify the effectiveness of Driver Models in correcting the alternative scientific physics visions of first grade female secondary school students. The study used two approaches: the descriptive method to identify alternative conceptions in forces and motion subjects, and the quasi-experimental method to investigate Driver Models' effect on correcting alternative conceptions. The sample included 62 first grade secondary school female students. The participants were randomly selected from secondary school in Riyadh. The findings showed that there were alternative conceptions of scientific concepts of the participants in forces and motion subjects. There were statistically significant differences at the significance level (0.01) between the two mean scores of experimental group female students in the two tests of alternative conceptions of scientific concepts in pre- and post-application attributed to the Driver Models variable. Also, there were statistically significant differences at the significance level (0.01) between the two mean scores of experimental and control groups in the test of alternative conceptions of scientific concepts attributed to the Driver Models variable. The Black Modified Gain Ratie increased when correcting alternative conceptions, which was 5.56, indicating that there was a significant effect of the Driver Models in correcting alternative conceptions of the scientific concepts among first-grade secondary school female students