Effectiveness of Conceptual Change Text Oriented Instruction on Bringing about Conceptual Change of Ecological Concepts of the Ninth Grade Students' and their Retention of this Conceptual Change

Abstract

The study aimed at investigating the effectiveness of conceptual change text oriented instruction in bringing about conceptual change of ninth grade students about ecological concepts, and their retention of this conceptual change compared with the traditional method of teaching Biology. The subjects of the study consisted of 77 ninth-grade students from two classes of a basic school in Mafraq city. One of the classes was randomly assigned to experimental group in which conceptual change text oriented was implemented, and the other class was randomly assigned to control group in which students were instructed by traditionally designed biology instruction. In the light of findings obtained from related literature the ecology concepts test was developed. The study findings indicated that the conceptual change text oriented instruction was significantly effective in bringing about conceptual change of ecological concepts. The findings also indicated that the conceptual change text oriented instruction was significantly better than the traditional method of teaching in retention of the conceptual change. In the light of these findings the study ended in a number of recommendations.