Case Studies On Changing Misconceptions In Science Teaching

When entering the classroom learning context, students already have some basic experience and reasonable understanding on certain things and phenomena of the daily lives. And the former knowledge that is difficult to change will cause interference to students' learning. Compared with scientists' scientific concept, their former knowledge is incomplete or incorrect, which is called misconception. Therefore, it is necessary for teachers to be fully aware of students' misconception and to promote the change of misconceptions by means of effective learning methods so as to improve their learning ability. Internationally, researchers, including Taiwan of China, have been keen on the study on misconception and made rich academic achievements. Misconceptions have close contact with students' former experience and knowledge. Although students in the same stages have some similarity, they are greatly different. Especially in terms of the experience and knowledge, students from the mainland of China have great difference from those from Taiwan. Therefore, the practical researches on misconceptions from Taiwan or above the world can not replace those forms the mainland of China.Based on the above thinking, the writer carries out the case study on changing misconception in science teaching. According to this issue, it chooses four kinds of theme conception in scientific teaching of Grade Three and Grade Six of compulsory education, by means of drawing text recording and diagnostic tests in the case study.The results show that:students have misconception of different levels in terms of the shadow, the Earth's rotation direction, the characteristic and principle of the image of plane mirror, the definition and law of convex lens, the definition and impact of transpiration. The reasons are in the following:(1) the lack of daily experience and observation; (2) incorrect or unilateral understanding of scientific knowledge; (3) virtually adding their own imagination; (4) inappropriate analog and reasoning; (5) incorrect or careless understanding of the text.By analyzing classroom cases, the methods of changing misconceptions are: creating the problem situation, arousing cognitive conflict, team cooperation and communication, practical experiments experience; reasonable analogy with thinking teaching. The main impact of conceptual change of misconception in science teaching is to promote the research study, which is called for the following requirements:(1) the core knowledge in science; (2) mastering the core knowledge; (3) designing theme teaching that is related to the daily experience.