English abstract
The aims of this study was to investigate the alternative perception on the geographical concepts in social studies subject for grade ten. It also investigate the effect of the cognitive-conflict strategies on correcting the misconceptions of students understanding and the effect on their attitudes toward this subject. The studying sample consisted of 51 female students in the 10 grade from one of Al-Batinah North schools. The sample was divided into two groups: an experimental group (n= 25) and a control group (n=26).
To achieve the objectives of this study the researcher conducted a survey on the study sample to detect the difficult concepts, in which students deficiency. An instruction on guide and two tools were designed ; the first tool was geographical concept test which consisted of (20) multiple-choice items, and each item has two parts. The other tool was an attitude scale towards the subject, which consist of (22) items that were divided into there concepts: the importance of the subject, the enjoyment of studying the subject, and the nature of the subject. In addition , Lycurt Quinary Criterion was used in this study.
In regard to the validity of the tools used in this study, both of them was confirmed by a group of judges. The reliability of the test was calculated using Pearson correlation and it was found to be (0.88). The reliability of the attitudes towards the subject was calculated using Cronbach-Alfa and it was found to be (0.85).
The result of this study revealed that the students have a deficiency in understanding the geographical concepts. There were statistically significant differences at (a=0.05 between the score average of the experimental group of students who took the post concepts test. However, there were no statistically significant differences at (a=0.05) in the students' attitudes towards the subject. The study recommended the necessity of alternative perception. For the geographical concepts and changing item using new teaching method strategies. Also it recommended and to turn the subject teacher to apply the strategy of cognitive conflict.
