The Effectiveness of Cognitive Conflict Strategy in Correcting Misconceptions in Physics and in Developing Critical Thinking Among Freshmen High School Students

Abstract

The present study aimed to identify the effectiveness of Cognitive Conflict Strategy in correcting misconceptions about physics and in developing critical thinking among freshmen high school students. The study took place in the second term of the year 1429/1430. The sample, selected randomly consisted of two groups: an experimental group of (28) students (those who used the Cognitive Conflict strategy) and a control group also of (28) students (those who used the traditional method in their study). Two tests were used for measurements: Misconceptions in Physics and Critical Thinking. The data was analyzed using means, standard deviation, t-test, and η2. The study results included significant differences between the mean scores in post-tests of the two groups in the test measuring changes is physics misconceptions and between the two groups in the test measuring critical thinking skills (analysis, deduction, prediction, relationship between the cause and effect).