American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2015, 3(2), 191-196
DOI: 10.12691/education-3-2-12
Open AccessArticle

Types of Explanations of Physical Phenomena a among the Tenth Grade Students

Yahya M. Abu Jahjouh1,

1Associate professor of Curriculum & science Methodology, College of Education- Al- Aqsa University, Gaza- Palestine

Pub. Date: February 10, 2015

Cite this paper:
Yahya M. Abu Jahjouh. Types of Explanations of Physical Phenomena a among the Tenth Grade Students. American Journal of Educational Research. 2015; 3(2):191-196. doi: 10.12691/education-3-2-12

Abstract

This research aims to identify the interpretations percentages, correct, missing, and erroneous to some physical phenomena among the tenth grade students, and detect the presence of significant differences between the mean scores of some the physical phenomena interpretations of the students due to the variable of grade (9th /10th), and detecting the presence of significant differences between the mean scores of some the physical phenomena interpretations among the tenth grade students due to the gender variable. The researcher followed the descriptive approach, and designed a test of multiple choice (25) questions, and chose an intentional sample of tenth grade students in public schools in the middle of the provinces of Gaza amounted to (216) male and female students from the ninth and tenth grades key the researcher used the frequencies and percentages, t-test for two independent samples for statistical treatments. And he reached several results, including: that the percentage of correct interpretations of the physical phenomena among the tenth grade students was (42.63 %), the highest percentages of correct interpretations were concerned with phenomena of: simple harmonic motion, applications of Archimedes, atmospheric pressure, volumetric expansion of liquids, non-renewable energy, applications of Bernoulli's principle, Longitudinal expansion of solids (69.3, 67.5, 61.4, 57.9, 53.5, 53.5, 53.5), respectively. The percentage of missing interpretations for some physical phenomena at the tenth grade students was (25.86 % ), and the highest percentages were concerned with explanations phenomena: the sea breeze, Conductivity in solids, solar collector, Flotation, fluid, thermal Earth's energy, latent heat of fusion (52.3, 52.3, 0.50, 43.9, 35.1, 32.5, 30.7), respectively, and the proportion of mistaken interpretations is for some physical phenomena at the tenth grade students was (31.51 %), and the highest percentages of interpretations were related to the phenomena: biomass energy, thermostat, liquid pressure, thermal capacity, Solar collectors, thermal equilibrium, the sea breeze (63.2, 62.3, 58.8, 43.9 0.36, 36, 34.2), respectively. The study disclosed the superiority of tenth grade students in some of the explanations of physical phenomena on the ninth grade.

Keywords:
scientific explanation the incomplete explanation wrong interpretation physical phenomena the tenth grade

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Aayasrh, A. (2009). Over the understanding of science teachers to stage some of the basic aspects of the nature of science: a case study. Second Scientific Conference: the role of the teacher in the era of the Arab flow of knowledge, Jerash Private University - Jordan.494 to 516.
 
[2]  Aloseme, I. (2000). The effectiveness of the content of the science curriculum in Saudi Arabia secondary school students in the development of concepts related to science and technology issues and community development, as well as their attitudes towards science and technology. Journal of Science Education - Egypt, (3) 1.161 to 214.
 
[3]  Buffler, A., Lubben, F., &Ibrahim, B. (2009). The Relationship between Students' Views of the Nature of Science and their Views of the Nature of Scientific Measurement. International Journal of Science Education. (31)9, 1137-1156.
 
[4]  Farraj, M. (2000). Over eating content middle school science curriculum in Saudi Arabia for the dimensions of science and the understanding of its operations and its pupils. Journal of Science Education - Egypt, (3) 2.1 to 41.
 
[5]  Hossam E. (2010). Correct alternative conceptions on the subject of electricity and its relationship to scientific inference among the pupils of the third preparatory. Journal of Studies in the curriculum and teaching methods - Egypt, (159) 93-143.
 
[6]  Mtaua, Z. (1998). Superstitious beliefs and interpretations among students of primary education teachers Division about some natural phenomena (diagnosis and treatment). Second Scientific Conference of the Egyptian Association for Science Education: Science teacher preparation for the twenty-century atheist, 2-5/8/1998 0.55 to 81.
 
[7]  Qadri, M, Sulaiman, I, and Kaplan, A. (2010). Epistemological perceptions to learn scientific concepts at the first three rows parameters and their relationship to the level of their experience teaching. Journal of Human Sciences - University Mentouri - Algeria. (33) 0.71 to 99.
 
[8]  Zayton, K. (1998). Scientific analysis of alternative scenarios and the reasons for their formation at the junior high school students. Second Scientific Conference of the Egyptian Association for Science Education: Science teacher preparation for the twenty-century atheist, 2-5/8/1998, (2) from 0.617 to 658.
 
[9]  Shaheen, N. (2005). Perceptions of science teachers at the primary level for some basic chemical concepts and the relationships between them. Journal of Science Education - Egypt, (8) 2.1 to 30.