Research On Senior High School Students' Alternative Framework In Process Of Learning "Laws Of Motion"

Inquiring into the preconception of the students'cognitive structure as well as the conceptual change teaching which can improve the students'comprehension about the scientific conceptions has become the research focus of Educational Psychology over more than ten years in abroad, and it is also a great challenge to educational reform in China.The cognition that students obtained through the perception of the daily phenomena and the long-term experience and the learning process of distinguishing type before their accepting the formal scientific conceptions is called scientific preconception. It is commonly abbreviated to preconception. Preconceptions include little proper cognition (scientific conceptions) and much more unscientific cognition (misconceptions).In addition, the students still can bring new scientific conceptions and misconceptions in course of learning. Therefore, misconceptions possess a great variety of manifestations, and these manifestations constitute a framework, which is distinguished as the term alternative framework.Based on the learning theory of constructivism and Conceptual Change Model, all the manifestations of alternative framework in the part of"law of motion"were analyzed and generalized, and then the instructional strategies and the teaching methods were also brought forward according to the questionnaire survey and the interview. The survey and interview were completed by the current teachers and students of senior high school. Finally, an experimental research is carried out by selecting a control-class compared with the contrast-class.Based on the correlative research conducted by others, seven instructional strategies were put forward to change the alternative framework of"law of motion". The strategies are as follows:1. Inducing the students to exposure the preconceptions on the knowledge conjunction and correct them.2. Arousing students'cognizing conflicts.3. Enriching the students'perception. 4. Leading students to accept new conceptual framework and promote the students'reconstruction of conceptions.5. Analyzing the reasons that cause alternative framework and instructing the students to understand the approaches how the preconceptions transform.6. Strengthening the training of the thinking.7. Intensifying the application of conceptions.Finally, a teaching model called"preparing before class, showing in the class"was presented. This model can be divided into 6 links: Diagnosing students'alternative framework by instructing project before class, and the following are during the class: Surveying the learning state of the students. Students'demonstrating in class. Teachers'advising to establish a new conceptual framework. Carrying out tests to strengthen scientific conceptions. Reflecting the comprehension of new concepts.The results of the experiment indicated that there was a great improvement of instructive effectiveness in the control-class compared with the contrast-class. And the comprehension level to the concepts of the students in the control-class was advanced within a shorter period of time.