Research On Conceptual Change Strategies In Scientific Inquiry Learning Activities

How to unify experiencing the inquiry process and grasping the true sense of scientific concepts harmoniously is a major issue that current scientific inquiry teaching classroom is facing. However exploring the effective strategies for promoting conceptual change of students is the key to solve this issue. This paper expands around this key. And the article focuses on the theory-based of conceptual ecology. An empirical research on present situation of classroom inquiry learning activities and concept teaching reflects some problems. Typical problems of which are analyzed in this paper. To solve these problems a number of specific recommendations are put forward. This paper divides into six parts as follows:The first part is the introduction that mainly elaborates the research background and significance. Several core concepts involved in this study are defined in this part.The second part reviews and analyses research results about conceptual change at home and abroad, which is the basis of the basic mechanism of conceptual change.In the third part, tools for classroom observation are designed in three basic dimensions that conceptions, inner conceptual ecology and surrounding conceptual ecology. The design is based on the theory of conceptual ecology, and conceptual ecology is the viewing angle. The Observation tool combines qualitative and quantitative ways to record observations.The forth part analyses the typical problems in the scientific inquiry classroom observations from the three basic dimensions. Finding root of the problems is that composition of the conceptual ecology has not been given due attention.According to the analysis of classroom observation, conceptual change strategies for conceptual ecology optimization in scientific inquiry learning activities are advanced in the fifth part.The last part is the research conclusion. This part summarizes the content of this thesis, points out the defects of the research and forecasts the author's future research prospects.