شبكة المعلومات العربية التربوية

The purpose of this study is to investigate the effects of the modified learning cycle 5E, and conceptual change texts, and traditional instructions on 9th grade students' understanding of photosynthesis and respiration in plants. Using information collected through interviews with Biology teachers and related literature, the Photosynthesis and Respiration in Plants Concepts Test was developed, and administered as a pre-test, post-test to a total of (102) 9th grade students in 3 sections at a school in an urban area. The sections were randomly assigned as a control and two experimental groups. Students in the first experimental group (n = 33) received modified learning cycle 5E instruction. Students in the second experimental group (n = 34) received conceptual change text instruction, and students in the control group (n = 35) received traditional instruction. Attitudes towards science and pretest scores were used as covariates. A quasi experimental design utilizing the analysis of covariance showed a statistically significant difference between the experimental and control groups in the favor of experimental groups after treatment. However, no statistically significant difference was found between two experimental groups (5E versus conceptual change text instruction). A number of recommendations were derived from the findings of this study. Key words: Modified learning cycle 5E, Conceptual change text, Misconceptions, Photosynthesis and Respiration in Plants). (Published Abstract)