أثر إستراتيجية التعليم المتمايز في تعديل التصورات البديلة للمفاهيم الجغرافية عند طالبات الصف الأول المتوسط
The aim of this study was to know (the impact of education differentiated strategy to modify the alternative developments of geographical concepts when students first grade average). To achieve the goal of this study, researcher relied on the experimental design of a partial set, the design is (the experimental group with a control group of post-test). This study was limited to classes (II, III, IV and V) of the general principles of geography book to be taught to students in the first grade average for the academic year (2013-2014 m) in Iraq. The researcher chooses purposely sample of students first grade average in the high school (Sinai) Day, of the Directorate of Education in the province of Baghdad / Karkh first, for the purpose of application of the experiment, and the total number of respondents (40 students), and abide by randomly into two groups by 20 student in the experimental group and 20 a student in the control group. Researcher rewarded between the two sets of research in a number of variables are (concepts geographical diagnostic test - chronological age - the level of intelligence - the academic achievement of the father and mother scores on the exam Ministerial sixth-grade primary material geographic), then the researcher tried adjust the number of variables extraneous that may affect the dependent variable. Search procedures has passed two stages, the first diagnostic for the diagnosis of concepts alternative scenario when students research sample and the other therapeutic. Have been diagnosed with the concepts of alternative scenario through a diagnostic test the researcher confirmed of sincerity and persistence , has been included (21) paragraph measure (21) concept of geography has been studied in previous stages will be studied in the first grade average during the duration of the experiment , and select the alternative scenario by adopting 34% and above. After extracting the results of the diagnostic stage show that there are (16) with a concept to imagine an alternative , and in the second phase (treatment phase) applied at this stage of the research sample , which was divided into two groups , Experimental group was taught according to the differentiated Education Strategy , and the control group was taught according to the traditional way , and after the students finished studying all vocabulary classes ( II, III, IV and V) of the Book of the principles of general geographic , two groups tested dimensionally prepared by the researcher and confirmed its sincerity and firmness , Discriminatory power of its items, its Difficulty factor and effectiveness of its false alternatives , test consists of (16) paragraph probationary each paragraph measures understanding of the concepts that previously diagnosed in stage diagnostic , and when analyzing the data statistically using the chi-square ( Ca 2 ) , result has outweigh the experimental group that taught according to strategy differentiated education students to the control group , who studied in the traditional manner , and by lighting on this, the researcher concluded as follows: 1) The strategy of differentiated education helped students to do a variety of possible activities from which to provide opportunities for students to learn according to their own capabilities. 2) Differentiated education strategy that has proven its effectiveness in modifying alternative conceptions of geographical concepts when students first grade average balanced with the traditional method. This is due to the students turnout to study this strategy with enthusiasm and desire. 3) Providing Course content is commensurate with the interests and inclinations and capabilities and readiness of our students, helped to arouse the interest of students and their looking forward of the material and increase their attention to the lesson. 4) The traditional way has helped a very limited degree to correct some of the concepts of alternative scenario when the average first-grade students. 5) The use of differentiated education strategy requires time, effort and skill of the teacher more than what is required from him when using the usual methods and techniques in teaching. (Author’s abstract)