The effect of using the generative structural model in correcting alternative conceptions of some matter and energy concepts for second year intermediate students

The research aims to evaluate the effectiveness of the use of the generative structural model strategy in the correction of the most important alternative conceptual perceptions in the unit of matter and energy of a sample of second year intermediate students in Jeddah.
The research adopted both the descriptive and the experimental approach.  The semi-experimental design was used through the pre- and post-application for two equal groups of students. The following experimental tools and materials were developed:
1- Analysis list of the content of matter and energy unit was developed  to identify the  included primary and secondary scientific concepts which are formed by the alternative perceptions of students.
2- A survey was carried out to identify the most important alternative concepts of the students through their study of the material and energy unit, in the light of  the views  of science supervisors and middle school teachers.
3-An evaluative test of the alternative conceptual perceptions of the students about the concepts of the matter and energy unit, which was a multiple choice test.
4- A teaching guide for the most important alternative concepts in the unit of matter and energy; according to the generative structural model.
The content of the matter and energy unit was analyzed in order to determine the main scientific concepts included, such as matter, viscosity, surface tension, sublimation, thermal energy, pressure, density, and potential energy. Then, the most important alternative concepts included were identified; according to the results of the survey of the views some curricula specialists and the instructions of science supervisors and teachers.
The teaching guide of the unit was prepared according to the model.  It was used in teaching the concepts to the experimental sample which consisted of (30) second year intermediate students at Kholis school, while the control group which consisted  of (30) second year intermediate students at Hijirah school was taught the same concepts through usual way.
The results showed that there were statistically significant differences (α≥0.05)between the average scores of the experimental and control groups in the post- application of the evaluative test of alternative scientific concepts,in favour of the experimental group. There were also statistically significant differences (α≥0.05)between the average scores of the experimental group students in the pre- and post-application, in favour of the post-application. The effect magnitude according to the equation of ETA  was (0.69), which is greater than (0.6) and indicates the great effect of teaching concepts of the matter and energy unit in that model in correcting the alternative perceptions of the students.