Based On Conceptual Change Theory And Views Of Nature Of Science Inquiry Instructional Design Study

In the traditional physics teaching in secondary school, teachers training students with a large number of exercises, hope that student through this on the ways to enhance the understanding of knowledge. However, teachers often find students always can not correctly grasp scientific concepts. Through the inspection of students, teachers' views of nature of science literature survey, found that respondents to the understanding the situation of the nature of science is not optimistic. This paper on the causes of these phenomena explores the reasons for using the interviews and survey research method used. Based on the study, designs two specific teaching cases, the expectations of reference for such teaching.This study first through theoretical analysis and reflection of teaching, in the traditional teaching that there are two main reasons,lead students to understand the basic concepts and nature of science to the low level of awareness: (1) Pre-concept of students learning from the great role of interference, teachers neglect the impact about the pre-concept of the students in the teaching. (2) Teachers do not attach importance to the nature of science in science education,the students leaded to have a one-sided view about nature of science.On the basis of the above investigation, this paper put forward two proposals for teaching:(1) According to analysis the theory of conceptual change and the characteristics of inquiry teaching, the inquiry teaching is more effective in changing the pre-concept of the students; (2)In teaching, according to the student have been understanding, experience and knowledge, teacher can learn from the history of science appropriate, from the scientific perspective of the history of the establishment of theorem, design is conducive to raising the understanding of the students of the nature of science teaching.On the basis of the above investigation, teaching method of"Object Color"and"Introduction of Newton's Second Law"are designed by author and implemented in the inquiry learning method according to the theory of the trans-conception teaching strategy based on cognizing conflict and solving conflict. Teaching method of"Object Color"raising a question concerning object color according to the result of the investigation for revealing the pre-concept of the students; presenting an anti-example through the experiment so as to cause the student's concept conflict; let the students observe the experiment again and discuss; leading the students to change the cognitions and finally to build up scientific concept about color; On the basis of the above introspection, the teaching method of"Introduction of Newton's Second Law"is designed and implemented in the view of the ratiocination: introducing the question of the standard of 1N of force the into the new lesson; introducing how Newton establishes the concept of"force" based on the previous research and observation of daily life; defining inertial mass; determining the unit of inertial mass; selecting a quantitative relation between resultant force, quality, acceleration; defining the magnitude of 1N according to said quantitative relation and finally establishing Newton's Second Law in the international unit. This paper develops the education value of science though of two teaching cases, and provides a teaching method for improving the middle school student's cognition of nature of science.