English abstract
This study aimed to investigate the impact of teaching Physics via modelling on the acquisition of physics concepts among grade 11 female students and their views about the nature of physics knowledge. The sample consisted of (91) female student selected from grade 11 in two schools in AlDakhiliyah Governorate. The experimental group consisted of (45) students selected from Welayate Bidbid School for Basic Education and the control group consisted of (46) students selected from Sroor School for Basic Education (5-12). The implementation of the study has lasted for six weeks during the second semester of the academic year 2013/2014.
To achieve the aims of the study, a teacher guide for teaching by models was designed and verified by a group of experts. To measure the acquisition of physics concepts, Energy and Momentum Conceptual test was used. The test consisted of 20 multiple choice questions. Its reliability was measured by test-retest method and the correlation coefficient was (0.79). In order to measure the views of students about nature of physics knowledge, The Views about Science Survey (VASS) was used. The survey consists of 50-items pertaining scientific and educational dimensions. The validity of the survey was verified by a group of experts and its reliability was checked using Cronbach's alpha which is coefficient is (0.86).
The results indicated that there is a statistically significant differences at (a= 0.05) between the scores of the experimental and control groups in Energy and Momentum Conceptual test for the favor of the experimental group. On the other hand, there were no significant differences at (a = 0.05) between the scores of the experimental and control groups in the views of students about nature of physics knowledge test.
The study recommends to include models and modeling in National Standards, and to conduct workshops which should be designed for supervisors, in-service teachers and pre- service teachers in order to train them in the construction and deployment of scientific models. It is also recommended to help teachers specifically physics teacher to, understand the nature of knowledge. In addition, the study recommends conducting similar studies, but on other variables such as correcting the paradigms of the learner and the role of models on reflective inquiry.
