A Study Of Problem Design Affecting The Learning Of Scientific Concepts

The implementation of the task of developing core literacy in science requires both the selection and change of teaching content and the guarantee of innovative learning styles and teaching methods that promote the involvement of students' thinking.Several science curriculum standards emphasize that teachers should pay attention to design teaching question,actively use problem-oriented methods to organize teaching activities,and allow students to construct knowledge and form abilities in the process of question solving.Classroom questioning strategies have become a hot issue in science education,however,previous research on classroom questioning teaching strategies is not systematic enough,and the results lack cognitive-level explanations,leading to poor application in practical teaching.In this dissertation,the author explored the effect of question on the learners' learning process and performance in science concept learning from the perspective of cognitive psychological.The findings refined theories of problem-oriented,and provided useful suggestion for strategies of classroom questioning in science education.The dissertation combed with the analyzing on the studies of science concept and classroom questioning and problem-oriented teaching,explored the current situation of classroom questioning in science concept teaching;the author carried an eye-movement experimental study of individual and group attributes of questions affecting science concept learning,combined with the literature review,and based on the results of the questions attributes of the current situation analysis.Finally,based on the current situation analysis and experimental research results,the author constructed a thought-oriented problems teaching strategy of scientific concept,and carried out teaching practice tests in different grades science concept learningIn the first study,through qualitative analysis of 32 classroom videos of science concepts at different levels of instruction,the author revealed that,questions have become the main means of teacher-student interaction in teaching science concepts.These question involved multiple attribute features of contextual characteristics,cognitive level,location,waiting time,response style,feedback style,and hierarchical relationships.Compared to questions in low level classes,questions in high level classes showed an overall lower frequency,a larger proportion of deep questions,antecedent questions,overall contextual questions,chains of questions with hierarchical relationships and longer waiting times for questions.In the second study,the author explored the effects of individual(cognitive level,location,wait time,and feedback)and group(hierarchical relationship and contextuality)attributes of the questions on the learning effects of science concepts were investigated in depth using eye-tracking techniques from a perspective of cognitive-psychological.The studies of question's Individual attribute results showed that deep questions significantly increased learners' cognitive engagement with problem-related and non-relevant material and science concept retention and transfer test scores,whereas the effect of shallow questions was limited to question-related information.Pre-question significantly improved learners' cognitive engagement with the overall learning material and their performance on the retention and transfer of science concepts,while post-questions only improved retention test performance.The increase in question wait time facilitated the improvement of learners' cognitive engagement and learning performance in the processing of science concept material.But the longer wait time for the pre-question improved not only retention test scores but also transfer test scores.And error-correcting feedback,through the reinforcement of cognitive conflict,motivated learners to focus on processing learning material for longer periods of time,which in turn improved learners' retention test scores and transfer test scores.The experimental results on the cluster attribute of the questions showed that the question chains significantly improved the prevention of distractions during learning,which in turn improved the learners' performance on retention and transfer tests.The overall contextual question chains helped learners to perceive the science concept as a whole,which improved not only transfer test scores but also retention test scores.In the final study,the author combined the results of Studies 1 and 2,constructed a thinking-oriented problem-based teaching strategy for science concepts by thinking-based teaching theory and carried quasi-experimental teaching practices in teaching science concepts at different grades.The results showed that the thinking-oriented problem-based teaching strategy for science concepts were effective in promoting the science concept transfer test scores of learners.Based on the combing of existing studies on science concept teaching strategies and classroom questioning,the authors analyzed the question patterns and characteristics in actual classroom videos,explored in depth the effects of question on learners' cognitive processing of science concept learning and learning outcomes,and proposed that:1)Deep question,pre-question,error-correcting feedback,question chains and overall contextual question can effectively increase learners' interest in learning,enhance their cognitive conflict perception of cognitive conflict,prompting them to invest more cognitive effort in subsequent material processing in conjunction with the explicit and implicit conditions of the question,and finally improving their performance on the scientific concept retention and transfer test.(2)The longer waiting time for the questions makes learners perceive a higher level of cognitive conflict and clarify the explicit and implicit cues contained in the questions,so that they can devote more time to processing the information related to the questions and finally improve their performance on the scientific concept retention and transfer tests.At the theoretical level,the dissertation enriched and developed the theories related to problem teaching,and also enriched and supplemented the principles of cue design in multimedia teaching theories.At the practical level,this study constructed thinking-oriented problem-based teaching strategy for science concepts based on the thinking-based teaching theory,and gives an effective and feasible guides for classroom questioning of science concepts and the development of teaching video resources of science concepts.