The Effect Of The Interaction Between Worked – Examples Strategy And Prior Knowledge In The Development Of Scientific Concepts And Well –And Ill-Structured Physical Problems Solving With First-Graders Secondary Students

Abstract

The research aims to study the interaction between worked – examples Strategy and prior knowledge in the development of scientific concepts and Well –and  Ill-Structured physical problems Solving with first-graders secondary students . The current study was reached the following conclusions: (1) Worked – examples Strategy have an impact on Scientific concept achievement and concepts and Well –and  Ill-Structured physical problems Solving with first-graders secondary students, (2) Prior knowledge have an impact on Scientific concept achievement and Well –and  Ill-Structured physical problems Solving with first-graders secondary students,(3) There is an interaction between teaching treatment " worked – examples Strategy - the traditional method" and prior knowledge "high - low" on Scientific concept achievement and Well –and  Ill-Structured physical problems Solving. This result is the most important because they indicate that the learner with Low – Prior knowledge student often do not benefit from worked – examples Strategy that provide elaborated instructional  explanations about the procedures or methods of solution, This result is known as The Expertise Reversal Effect. This means that whenever decreased prior knowledge of the learner, The greater the benefit from the worked – examples Strategy And vice versa.

Keywords: worked – examples Strategy, Prior Knowledge, Ill-Structured physical problem, Well-Structured Physical Problem.