Research On Conceptual Change Strategies In Science Instruction

The newly launched curriculum reform of basic education has been implemented comprehensively in our country since 2001.The science curriculum reform is one of the most important parts of the reform in the basic education.The Guideline for Curriculum Reform of Basic Education(Try-out Version)suggests:the science curriculum would be offered on the basis of the prior nature course from the grade 3 to 6 in elementary school,integrated science curriculum or specialized science curriculum which include physics,chemistry,biology,geography would be offered in secondary school,and specialized science curriculum would be offered in high school.The suggestions of the Guidelines have clearly pointed out the basic connotation of the science curriculum and instruction in basic education.In the long-term science teaching in our country,the science teachers take the students' brain as a piece of white paper when they impart the science conceptions to students from the textbook.They only concern the impartment of new knowledge,and the students do nothing but act as bystanders,accepting the knowledge that the teacher are transferring. Nevertheless,a great number of domestic and overseas researches and teaching practice have indicated that students have formed their own understanding of science conceptions before science teaching through their daily life and information channels.Some of these prior conceptions are consistent with science conceptions,and some are misconceptions that are incongruous with science conceptions.If these misconceptions weren't be changed correctly,they will disturb the study of new conceptions.Therefore,how to change misconceptions to science conceptions is an important topic of science teaching in the context of the new curriculum reform.As a result,the research of conceptual change strategies in science teaching seems especially urgent.The system of conceptual change strategies in science instruction has been constructed through referring to documents and the case study. Focusing on this,this thesis has made the following researches:Firstly,analyzing the theoretical foundation of the conceptual change strategies in science instruction from the perspective of learning theory and philosophy of science.According to this,the possibility and the necessity of conceptual change in science instruction has been discussed.Secondly,based on collecting,trimming and introducing related literature about conceptual change and instructional strategies for promoting conceptual change,and analysis of the conditions,affecting factors,methods and approaches,instruction process and the instruction mode of conceptual change,a framework analysis of the system of conceptual change strategies in science instruction has been established.Thirdly,according to the framework,the system of conceptual change strategies in science instruction has been constructed from the aspects of "detecting cognitive structure,knowing prior conceptions", "making cognitive conflict,deconstructing misconceptions","resolving cognitive conflict,constructing science conceptions".Fourthly,based on the constructed system of conceptual change in science instruction,the instruction was designed with the example of the lesson of "fruit and seed",and instruction effect analysis based on the instruction practice was made,which validated the feasibility and effectiveness of this instructional strategies system.