The Experiment Study About The Strategies Of Change Students’ Science Misconceptions Base On The Ken Appleton’s Learning Model

Teaching accurately, inspiring learners’ internal learning motivation, and cultivate thequalified talents who are really needed in society are eternal topic of educators andeducational researchers, certainly they are science educators’ topic also. At present, manycountries, especially developed countries, teach science through question or theme, theirmainly teaching method is group discussion and group experiment. The method of conceptualchange, for example, problem solving and cognitive conflict are suitable for their teachingmethod, so the westen countries did more research than us on science conceptual change, alsothey begined these job is earlyer than us. But in China, because of the restrict of nationalconditions and our cultural tradition, we have been use lecture to teach science. With thedeeping of reform and opening and the enhancing of comprehensive national power, oursociety needs people who have higher comprehensive quality and higher scientific literacy,people more an more attention to students’ practical ability, students’ problem-solving ability,and students’ personality development. Study science by the way of inquiry has become thecommon understanding of the educational circles. The condition of reform science educationhas already possessed. The society is ready for science education reform. Reformation inscience education is imperative.In this paper, writer systematically analyses and studies the development of KenAppleton’s learning model of the University of Queensland Australia, deep Analysis themechanism of Appleton learning model, and explores whether Ken Appleton’s learningmodel can be used to change Chinese students’ misconceptions. The writer design theteaching program according to the Ken Appleton’s conceptual change model, and select60students to do the experiment of the teaching program,30students to use the new teachingprogram, while the other30students as a comparison. The results show: understanding themisconceptions of the students, leading to the cognitive conflict of the students and constructing a harmonious Classroom Context are important to improve the quality ofteaching integrated science.This paper divides into four part：The first part: The cause of choosing this subject and the research methods are explained,the research history and present situation of the subject at home and abroad were alsoreviewed, and the key concept to this paper is defined.The second part: The historical origin, the theoretical basis, the context and themechanism of Ken Appleton learning model are introduced.The third part: Designed experiments to test the Appleton learning model, analysis ofexperiment data and analyzed the results.The fourth part: Reached conclusion according to the result of the experiment. Providedsuggestions of teaching strategy for science teachers. Prospected the possible developmentdirection of the Concept change research.