The purpose of this study was to investigate the effectiveness of combining conceptual change texts and concept mapping strategy on students' conceptual understanding of the human circulatory system, compared with the traditional method. To determine misconceptions concerning human circulatory system, 10 tenth-grade female student' were interviewed. In the light of the findings obtained from students interviews and related literature, the human circulatory system concepts test was developed. The students' conceptual understanding of human circulatory system was measured using this test. The test was administered as a pretest and post-test to a total of 71 ninth-grade female students' in two intact classes of the same basic school located in Mafraq city. The experimental group was a class of 36 female students' who received conceptual change texts and concept mapping instruction. A class of 35 female students' comprised the control group who received traditional instruction. Science processes skills Test and pretest scores were used as covariates in this study. A pretest-posttest control group design utilizing the analysis of covariance (ANCOV A) showed a statistically significant difference between the experimental and control groups in the favour of the experimental group after treatment. The results indicated that while the average percentage of students in the experimental group hold scientifically correct view had risen from 18.42% to 52.78% again of 34.36%, the percentage of correct responses of the students in the control group had increased from 16.53% to 41.84%, again of 25.31% after treatment. Several recommendations were suggested upon the results of the study.
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