Research On The Juior Students' Transference Of Alternative Framework

Preconception is the opinion or conception about things and phenomena which isformed by students before they are educated formally. Some of the preconceptions areconsistent with scientific conceptions in certain limits and become the preparativeknowledge for learning new scientific notion. But numerous preconceptions areinconsistent with scientific conceptions. These inconsistent opinions and conceptions arecalled alternative framework, which is similar to the misconception that we usually call it.In physical teaching research, it is found that alternative framework in student's mind is ofextension, deception, stubborn and negative transference, which is a great obstacle forconstructing correctly physical conception. Finding out and converting alternativeframework in physical teaching have great significance in enhancing the level of physicalteaching. Guided by the educational psychology, we have put forward the teaching methodswhich change alternative framework of the students of junior high school in physics. Thebasic process of the teaching method is as follows: creating scene→ ascertainment anddiagnoses → experiment and observing → cooperative inquiring → concluding andconstructing, which can be simply summarized as to: ascertaining and setting up doubting→ cooperative inquiring → converting and constructing. In order to test effects of the new teaching methods, we have applied the technique ofquestionnaire, interview, and contrastive test with balanceable group to experiments inwhich students convert their alternative framework. Statistic data show the followingconclusions: The teaching methods are able to convert the students' alternative framework,improve their marks and cultivate their scientific attitude toward things.