Arab Educational Information Network

The study aims to identify the effect of using the cognitive conflict strategy in jurisprudence teaching on the correction of the alternative conceptions for jurisprudential concepts and the ability to know some jurisprudential rulings for the third intermediate students in Riyadh. This study utilized a mixed methods approach (descriptive-quasi-experimental). The descriptive approach has been used to identify the jurisprudential concepts indicated in the jurisprudence book of the third intermediate students by analyzing the content. In addition, the quasi-experimental approach has been used to identify the effect of using the strategy on the correction of jurisprudential concepts and the ability to know some of the jurisprudential rulings. The study sample, which consisted of 48 students, were intentionally selected, and then were divided randomly into two groups; the first group were allocated to the experimental condition which has studied the unit of (oaths and vows) according to the strategy of cognitive conflict. The second group was the control group who studied the same unit using a regular method of instruction. The number of experimental group was (26 students), while the control group was (22 students), and the two tools of the study were the content analysis card and the achievement test. The most prominent results of the study were the following: the students have had alternative conceptions for the jurisprudential concepts in (average) check level. Also, there were statistically significant differences at the level (0.01) between the scores of the experimental group in the correction of alternative jurisprudential conceptions and in their knowledge of the jurisprudential rulings in favor of their scores in the post-test. Additionally, there were statistically significant differences at the level (0.01) between the scores averages of the experimental group students and the scores averages of the control group students in the posttest in the correction of alternative conceptions for jurisprudential concepts. Furthermore, such significant statistical differences exist among the students of third intermediate in terms of their knowledge of some jurisprudential judgments, in favor of the scores averages of the experimental group students. (Published Abstract)