The growth of scientific concepts among students of special education classes and their peers in the regular classes / comparative study

Abstract

The research deals with the problem of the growth of scientific concepts among a wide range of students in regular classes and special education classes in primary schools, and because the curricula are designed and built in the form of scientific concepts, the growth of concepts is one of the things necessary for the educational process and concerns students and teachers alike. The research problem was represented in identifying the most important scientific concepts covered by science curricula in the elementary stage, how quickly concepts grow, how to grow, and differences in the elements of the concept between students. An oral measurement to measure the elements of their concepts and then track the growth of those concepts in the sixth stage with a written test. The sample included (30) students in regular classes and special education classes. The results showed after the end of the research that the growth of concepts was faster for students in regular classes than for students in special classes, as the results showed that The growth of concepts is faster in the first element of the concept, which is the definition of the other elements, which are the example and the application, meaning that education tends towards emphasizing only this element and this is what was discovered when correcting the results of the post-test and among students of regular and special classes alike. The researchers came out with proposals for the development and teaching of concepts for sure each element of the concept and moving from memorizing the definition element to understanding and comprehending the meth element the third component and then the application of the researcher suggests that supplementary studies be conducted for the current research.