Empirical Research To Promote Conceptual Change Through DSLM Model

Preconception has hindered scientific concept establishment enormously, as a result of its universality and stubborn, the conceptual change become a problem in science teaching and educate research. The current practice research of conceptual change is relatively weak, which is related to practical research itself great difficulties. We need explore a set of practical methods in which people can blend together the theoretical research and teaching practice in conceptual chang.The present conceptual change strategies mainly concern individual cognition process, consider concept characteristic very little, so the effect is not so obvious.Most existing empirical studies do not have enough attention to the concept of changing conditions. Therefore, we should pay attention to features of the concept itself, to do more targeted, more comprehensive conceptual change strategy research.Investigation of effect of conceptual change research is the basis for conceptual change research, but at present researcher often determines it according to the learner's response"right"or"wrong"to the concept related scene question. While conceptual change is a continuous process of evolution, it is a bit rough, arbitrary to judge conceptual change effect with this kind of alternative method. Therefore we must respect the conceptual change process, seek more accurate, objective tool to diagnose it.In order to solve above problems, this research carried on following work: 1. Selected and modified the DSLM conceptual change model based on theoretic analysis. And then constructed a revision DSLM model,built a conceptual change research pattern.According to empirical results,the conceptual change reseach of the "visual" and "the color of objects" based the model has made good results: 100% interviewees have had conceptual change, 62.5% the opacity body color have changed, 55.5% the transparency color concepts have changed; Supposes those interviewees have entirely not scientific concept, new concept status of these conceptual change individual is different.This process, specifically the following:Module 1: Concept analysis: Not only o literature analysis and survey analysis toward Students'preconception, but also do theoretical and empirical analysis toward the concept itself. In empirical investigation process, Compiled questionnaire to investigate 206 students'"vision"and"object color"concept system in middle and high schooland analyzed to reveal students'lack cognitive modules, as well as conception relationship.Module 2: Approach to teaching design in action research method, give group teaching interview and post-test to the 25 that did not have right "vision" and 34 who did not grasp the concept of "the object color" in middle school. Teaching design followed by the "visual","opacity object color", "transparent object color," consists of three modules. 9 interdependences students operating experiments are embodied in it as necessary.Module 3: Post-test questionnaire diagnoses and analysis are produced according to the Thorley's conceptual status analysis categories; diagnose the concept in three levels --"intelligibility","plausibility", and"fruitfulness". 2. Analyzed teaching processes and result of post test, proposed conceptual change strategy to the knowledge which relate to individual's sense perception extremely close. 3."plausibility"and"fruitfulness"analysis, the " expected application " in " fruitfulness " analysis, group teaching and individual teaching Comparative analysis ; the order of cognitive conflict and construction; the phenomenon of students ignorance to counter-examples.4. Made up of 5 following research directional proposals.