A Primary Study On The Elementary And Secondary School Pupils' Comprehension Of The Conception Of Liquid-Pressure

Generation and development of scientific concept have become one of the scientific education research hotspots in recent years. Research results show that students'preconception strongly influence on the mastery of scientific concept. The current educational reform advocates science inquiry-oriented learning that emphasizes the construction and growth of knowledge, inquiry activities starting from pupils"where they are". As a result, finding out students'preconception and analyzing the causations and the course of the development of the preconception promote concept teaching and give support to science inquiry instruction designs.The conception of liquid-pressure is one of the important contents of physics teaching in secondary school. Although children accumulate a lot of experiences in daily life, they come into being many preconceptions due to the localization of experience in specific circumstance and lower of cognitive level. With the increase of age and knowledge, students'preconception won't disappear automatically, on the contrary, appear many misconceptions mixed with scientific conception on account of inappropriate method of teaching.Through analyzing the conception of liquid-pressure completely and thoroughly and integrating the design idea of inquiry-oriented activities, we design interview tools elaborately. This study introduce method of POE-predict, observe, explain—to interview the 4th grade and 7th grade students without a systematical knowledge of pressure in science class and the high school grade two students who have already learn this conception, examine them how to understand the phenomena of liquid-pressure. Research content include: existence of pressure, change law of pressure, relation of different direction pressure and application of pressure concept. This study strives to know what students'comprehension about content above through systemic and in-depth interview, and open out transformation and development of students'conception during inquiry process.The study find that there are two strategies when students explain why gum film distort: crowd strategy and pressure-force strategy. Crowd model is the simplest about pressure phenomenon children have, characterize children's animatism. Students using this strategy think that the degree of film's distortion is decided by the crowded degree of cylinder"feel". Smaller of container, more crowded of water in container, more concave of film. This model appears mostly in the 4th and the 7th grade. With the increase of age, the amount of students descend sharply, and there aren't this model in the high school grade two. Although this model is contrary to the uncompress model of ideal liquid model in science, it isn't wrong completely, as it represent the original density concept of children. Students using pressure-force strategy attribute film's distortion to pressure-force other than pressure. According to the students'explain about magnitude and cause of pressure, pressure-force strategy is divided into water-capacity model and area model. Students of water-capacity model relate distortion of film to capacity of water and area model judge degree of film distortion base on the magnitude of area. Pressure-force strategy distribute in three grade, so many people hold it abnormally pertinacious. So this study come to conclusion that due to the low level of cognition in low grade, students can't understand exactly liquid-press even if they receive teaching. Moreover, students in the high school grade two have gotten the lever of cognition needed, it is difficult to transform students misconception as a result of lacking effective pertinent teaching.And then, this study speculate and analyze the reasons why students are difficult to understand and make mistake. The most important factor influencing students'understanding is that unilateral and superficial understanding of experience of daily life. When students confront with unknown question, they will analogize with other experience without analyzing, and use verbal understanding of life to comprehend physical conception. At the same time, we suggest pertinent advice about the cause of mistake.Finally, we reflects and summarizes on instruments, methods, procedures and interviewees.