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A1 العتيبي، نايف بن عضيب فالح العصيمي A2 الشتوي، أحلام بنت صالح زارب AB The research aimed to uncover the alternative perceptions of the doctrinal concepts with middle school students, and then to identify the effectiveness of the Cognitive Conflict strategy in correcting these alternative Concepts. The researcher used two descriptive methods to reveal alternative concepts in doctrinal concepts, and the experimental method of design based on the experimental and control groups to determine the effectiveness of the cognitive conflict strategy in correcting alternative Concepts. The study tool consisted of a test in concepts to diagnose alternative concepts in doctrinal concepts, and to measure the effectiveness of the cognitive conflict strategy in correcting the alternative Concepts of the doctrinal concepts of the average third graders, The teacher's guide was designed according to the cognitive conflict strategy in correcting the alternative Concepts of the concepts. Results revealed there were alternative Concepts of varying proportions of the doctrinal concepts contained in the units of "magic" and "the priesthood and divination" of the students of the third grade intermediate. Results also Revealed Statistically significant difference at (0.001) between the average scores of the students of the experimental group (taught using the cognitive conflict strategy) and the control group (taught in the traditional way) in the post-application to the alternative concepts test of the جملة العلوم الرتبوية: اجمللد )8 ،)العدد )1 )1443/2022 342 doctrinal concepts in favor of the experimental group. Some recommendations and suggestions were presented in light of the research results. (Published abstract) http://search.shamaa.org/abstract_en.gif OP ص ص. 341-375 T1 فاعلية إستراتيجية الصراع المعرفي في تصويب التصورات البديلة للمفاهيم العقدية لدى طالبات المرحلة المتوسطة [مقال] UL 1 http://search.shamaa.org/fulltext.gif http://search.shamaa.org/PDF/Articles/SUJespsau/JespsauVol8No1Y2022/jespsau_2022-v8-n1_341-375.pdf النص الكامل (PDF)