English abstract
The study aimed to reveal the misconeptions of the twelfth grade students in the subject of biology in South Al Batinah Governorate and its relationship to some variables. Those who are registered for the academic year 2020-2021 who are studying biology and whose number is (1949), where the study sample consisted of (200) male and female students from the twelfth grade students in the Governorate of South Al Batinah, and the study sample was chosen randomly with a size of 10%, where two tools were applied to the The study subjects, namely, the test of detecting conceptual errors in (the unit of cell division and respiration). The test consisted of (30 items) of a multiple-choice style. The second tool was a questionnaire about students' attitudes towards biology, and the content validity of the two tools was verified. By presenting them to a large number of arbitrators, then calculating the stability by Alpha Cronbach, the results of the study showed the presence of some conceptual errors among the study sample, with the absence of such conceptual errors, when comparing between males and females. Females in the level of students' performance in the conceptual errors test in favor of males out of the total sample size, where the percentage of conceptual errors among females was (47%), while the percentage of conceptual errors among males was (43%). The results also showed that there were no statistically significant differences when The significance level (α = 0.05) in the conceptual errors in biology (unit of division and cellular respiration) attributed to gender, as the results showed by using the Pearson correlation coefficient to know the nature of the relationship between conceptual errors among the twelfth grade students who are exposed to conceptual errors in ( The unit of division and cellular respiration) and their attitudes towards the material, the link strength is very weak, and this means that the students' attitude towards and acceptance of biology did not in any way affect their exposure to conceptual errors, and the researcher concludes from this result that the students' desire in biology is not related to the degree of their achievement in the subject, in light of the results reached by the researcher, the study recommended the necessity of revealing the patterns of conceptual errors that exist in the students' minds before starting the teaching process, with attention to some diagnostic tests about the matter. sConceptual errors (alternative perceptions) of scientific concepts among students, with the design of some training programs for teachers by biology supervisors related to mechanisms for detecting conceptual errors, the use of modern strategies to treat those conceptual errors, and providing students with positive attitudes about correct scientific concepts.
