Following the model of Buxton in the acquisition of geographical concepts and keep them at the second grade average students

Abstract

The Present study aims at Finding out the (The effect Buxton Model in acquiring Geographical Concepts and Retaining them for Second intermediate class students ).

   A partial control experimental design with post test experimental control groups, The sample is deliberately selected from first AL-Rusafah Directorate General of Education in Baghdad.

   Intermediate school AL.khulfau AL.Rashedeen for boys is the assigned school for  the experimental work. Two sections are randomly selected from the lst stage(B)is assigned as the experimental group where while (C)is assigned at the control group,.

  The total number of sample (67) male students distributed into (33) students in the experimental group and(34) students in the control group .

   The two groups are equalized in the following variables ; prior knowledge ,age , IQ, ,students scores in Geography on the previous academic year . Several external factors are controlled during the experiment.

          The teaching material is specified in three chapters selected from the prescribed textbook for the Second intermediate stage which is entitled for the academic year 2013 -2014 in Iraq Content analysis is done to identify the major and miner concepts which totaled (97) concepts .In the light of the concepts, behavioral objectives are formulated totaling(51) ones based on Blooms taxonomy on the following levels ;identifying, recognizing , applying.(40)lesson plans are prepared ,20 per group. and prepared test for acquiring geography concepts including (50) Test items, after three months ,at the end of the experimental work. T-test formula for two independent samples is used to process data and find out results . show the following;

1. There are statistically significant difference on a level of significance of (0,05) in acquiring geography concepts between the two groups in favour of the experimental group.
2. There are statistically significant difference on a level of significance of (0,05) in retaining geography concepts between the two groups in favour of the experimental group.