Awareness Extent of Science and Mathematics Teachers About the Mistakes by Their Students in Learning Scientific and Mathematical Concepts at The Preliminary Stage (Diagnostic-Remedial Study)

Abstract

This study aims at identifying the awareness extent of Science and Mathematics teachers about the mistakes by their students in learning scientific and mathematical concepts at the preliminary stage through answering the following questions: What are the conceptual mistakes, which might be done in Science and Mathematics by the students of preliminary stage? To which extent Science and Mathematics teachers in preliminary stage are introduced to and aware of the aforementioned mistakes made by their students? And what is the suggested proposal assisting Science and Mathematics teachers in preliminary stage to correct such mistakes made by their students? The sample of study compromised of (400) male and female students in the sixth preliminary grade from (10) governmental schools; five are male students schools and the other are female students ones, as well as (50) male and female teachers engaged in teaching Mathematics for the preliminary stage. The Research Team has prepared a number of diagnostic examinations and a measure to determine the awareness extent of Science and Mathematics teachers about the incorrect concepts by their students. The results of the present study indicate that all scientific and mathematical concepts of the sample are deemed incorrect ones and that Science and Mathematics teachers in preliminary stage are not aware of the conceptual mistakes by their students. Further, the Research has identified the reasons for such conceptual mistakes in Science and Mathematics made by the students of preliminary stage. In light of the above mentioned, a general proposal suggested was developed to assist Science and Mathematics teachers in preliminary stage to correct such mistakes made by their students.