The Inquiry-based Physics Instruction Study On Promoting Middle School Students' Metabolism Conceptual Change

Along with the formation and development of Information-based Economy, Countries around the world throw more and more importance onto Scientific Inquiry . They believe that Education of Scientific-inquiry is an indispensable way to improve their citizens'quality. Thus, how to carry out Scientific-inquiry in classroom teaching becomes a research topic. On the other hand, constructivists regard Scientific Inquiry a process to change the learners'original concepts to scientific ones, and come up with this idea that"Learning is concept-changing."A scientific concept is an important part of the system of science knowledge as well as the most elementary tool of scientific thinking.The approch to change the concept is also the effective way of improning the education effect. This dissertation decribe the Inquiry-based teaching through a study on how to promote students'concept change of metabolism. This author makes the following study.Firstly, it provides a general review about the situation and results of concept-change both at home and abroad.Secondly,it also presents the origin and characteristics of students'pre-scientific concept. Students'original structure is the starting point of our teaching. On the basis of some ancestors'study results, this author designs a questionair of"the concept of metabolism test''. This author surveys students'metabolism pre-concept by interviewing and the process of its transformation.Thirdly, this dissertation discusses the characteristics of Inquiry-based teaching, its teaching model, and the existing problems and corresponding strategies.Fourthly, starting from students'pre-conception, with the guidance of concept-change theories and Inquiry-based instruction, this author designs a inquiry-based instructional model which is on the basis of formers'teaching model,and suits middle school students.Fifthly, it further examines the influence of teaching methods(muting-based mutation and traditional instilling)on students'metabolism concept-change , in the way of single-factor-equal group experiments. The teaching process is designed in accordance with inquiry-based instruction of concept-change, based on the Chapter 3 of the middle school biology textbook. The results indicate that Inquiry-based instruction promotes students'concept-change more effectively than traditional instilling teaching does, and that it helps students to understand the concept of metabolism better.Sixthly, this dissertation also points out the reflections and discussion of the existing problems.