Buoyancy Of Rural Middle School Students Alternative Conceptions

The congnition that the students have formed through the perception of daily phenomenon of life and long-term experience and studying formed with the distinguishing type before they accept the formal scientific conceptions, which is called pre-scientific conception (abbreviated to preconception). Some preconceptions are consistent with the scientific conceptions, but many counteract to the scientific conceptions or with the scientific conceptions incompletely unanimous understanding named misconceptions.Moreover, the student in studying the new conceptions in the process can have the new scientific conceptions and the misconceptions. Therefore, in the student's brains, the misconceptions have many kinds of manifestation to form a framework which is called alternative conceptions.This research refers to Two-tier diagnostic tool of Lin Furong, the Taiwan's scholar and so on, and revision supplemented the buoyancy questionaire which Gao Lingbiao has established as the instrument. After that, we investigated 242 countrysides junior middle-school students. According to the investigating results, we interviewed 6 students thoroughly, obtained two big aspects on the model alternative conception patterns to the vicissitude phenomenon understanding and to the buoyancy knowledge understanding and the application, and analyzed the reason which the alternative conception produces.The reserch results indicated that, the countryside junior middle school student has the quite serious altnative conceptions in the buoyancy. The student mainly has 9 kinds of the alternative conception patterns in the vicissitude phenomenon understanding: (1)Attribute pattern; (2) Weight pattern; (3) Solid hollow pattern; (4)Depth, how many patterns; (5) Volume, area pattern; (6) Shape pattern;(7) Power pattern; (8) Pressure, intensity of pressure pattern; (9)Density pattern.The student mainly has 7 kinds of alternative conception patterns in the buoyancy knowledge understanding and the application: (1) Misuses the reason which the buoyancy produces to judge the object thevicissitude; (2) Sentences the reason by mistake which the buoyancy produces; (3) Misuses the vicissitude condition; (4) Buoyancy size and object in water depth correlation; (5) Misuses the principle of buoyancy judgement to sink the body buoyancy; (6) Sentences the principle of buoyancy by mistake; (7) The related conceptions discrimination is unclear.According to the questionnaire survey and interview result, unifies the domestic and foreign scholars' research, we devised the formation reason as follows: (1) First impressions ares most lasting experience of life; (2) Intuition and imagination; (3) Mathematics knowledge negative migration; (4) Student subjective cognitionstructure aspect reason; (5) The teacher teaching is improper.Links to the current buoyancy teaching reality in the above research foundation, we have produced the buoyancy teaching several suggestions: (1) Understands the student original knowledge and the thinking mode; (2) Strengthens students' perceptual knowledge; (3) Strengthens the basic concept and the rule teaching; (4) Introduces "cognition conflict" mechanism; (5) Provides more opportunities that utilizes new knowledge.