The aim of this study is to reveal alternative notions of the circulatory system among the 6th as Compared with the 9th basic class students in Jordan .
More specifically , the study aimed at answering the two following questions :
1. What are the wrong (alternative) notions of the circulatory system concept which are used by the 6th and 9th basic class students in Government schools of Greater Amman Education Directorate II, and how wide spread are they ?
2. Do alternative notions of the circulatory system concept change through transfer from the 6th to the 9th class ?
The study sample consisted of (120 ) students of the 6th and 9th basic classes randomly chosen from two government schools : one a boys ' school and the other a girls school . Sixty - Five students were chosen from the 9th class and Fifty-five from the 6th class . Open exploratory questions in the form of a seven question test were directed to sample .
The result of this study has shown that only 1% of the sample had a correct scientific understanding of the circulatory system concept in a manner integrated with the related digestive , respiratory and excretory systems ; 11.6 % of the sample students had an understanding of the function of the blood integrated with the circulatory , digestive and excretory systems, while 15.8 % of the students in the sample had an understanding of the function of the blood as a carrier integrated with the circulatory and digestive systems only.
Mean while , 32.5 % of the sample have only a scientific under-‘ standing of the meaning of blood . On the other hand , the remaining 39.2 % of the study sample do not have any scientific meaning of the concept .
The study has also indicated that there is a change in the alternative concepts which is noticed upon moving from the 6th to the 9th basic class, where nobody in the 6th class had any scientific understanding of the concept while only one student from the 9th class had such an understanding .
The ratio of the 6th class students who hold nothing of the correct scientific meaning of the concept was 58.2 % while it amounted to 23.1 % in the 9th class .3.6% of the 6th class students had an understanding of the function of the blood as a carrier integrated with the circulatory system as against 26.2 % in the 9th class.
Mean while 9.1 % of the 6th class students had an understanding of the function of the blood as a carrier integrated with the circulatory, digestive and excretory systems, compared with 12.8% in the 9th class. On the other hard, 29.1% of the 6th class students who had an understanding of the meaning of blood only while it amounted to 35.4% in the 9th class .
The study, therefore, recommended that Biology teachers follow an integrated approach in dealing with the scientific notions related to the concept of the circulatory system and in accordance with an appropriate conceptual charter taking into account the function of the blood in relation to the other relevant systems such as digestive, excretory and respiratory systems in order to avoid having incomplete information that does not function properly in the students explanation of the phenomena related to the function of blood in the circulatory system .