A Study On The Concept Of "Myth Of Mind" In High School Biomedical Dynamics

Misconceptions refer to these fuzzy or wrong understandings students have individually after having acquiring new knowledge. The appearance of misconceptions could be attributed to the interference of the original cognition structure formed by such complex factors as the existing cultural background, life experience, and similar knowledge in the acquisition of the new knowledge. Misconceptions would exert great influence on the students’mastery of scientific concepts and the building of physics viewpoints in them. Dynamics learning plays fundamental and decisive role in the construction of physics’knowledge system during the senior high period. For teachers, it is urgent for them to locate these Misconceptions and explore useful means to clarify misunderstandings and transform Misconceptions, the realization of which requires more in-depth (?)search.This thesis researches on high school students’understanding of dynamics concepts, and three main parts are included in it as follows:the first part is the investigation of the status quo of high school students’Misconceptions about dynamics in Beijing and the major approaches adopted include conducting interviews with teachers and making analysis of students’test papers, which are most efficient and effective way for collecting information about the students’ misconceptions in dynamics within a short time; the second part is the detailed preparation, distribution, retrieval and examination of questionnaires on the concepts of dynamics, the reliability and validity of which are guaranteed by prediction. Then, a total of 184 valid samples were collected at two schools in Haidian District and suburban area respectively, and teaching quality of the two displayed great difference. The test results show that, even after learning about the knowledge in dynamics, many students still have some deep-rooted misconceptions, and there is a great gap between the urban and suburban schools in terms of teaching quality and resources, which is also applicable to these schools in the same districts. The third part is based on the analysis of the causes for the appearance of these Misconceptions among students, a total of six teaching suggestions and three specific operational teaching methods are proposed for the improvement of the situation, including experiment demonstration method, the control chart method and elicitation method.Through many surveys, the thesis aims to determine the rather classic Misconceptions in students and attempt to explore viable means to change them. (?)n top of that, this study intends to broaden the teaching system of physics concepts and direct more attention of physics teachers to the critical role of physics concept teaching, so as to improve the teaching quality and foster core accomplishment in physics for students.