Investigation And Study On Genetics Misconceptions Of High School Students

Teachers engaged in teaching work experience, will find that there are many, many times repeated explanation emphasizes the concept, students can complete retelling by rote, but can not use them to solve problems; or in a particular situation students the concept can be applied to the situation, transform students will be at a loss what to do. Concept learning how to effectively has been one of the hot topics in educational research, conceptual change model to open up new doors. Misconceptions in conceptual change model plays a very important position, can be said to be learning the starting point and basis, so on the misconceptions research also behoove to become many educational researchers working in one.This research through the methods of literature research, combing the misconception of the important theory basis and numerous study tools, for the issue of empirical research to provide theoretical support and methodological basis. Through investigation and questionnaire development and survey, survey of high school students in the genetic concepts in the presence of the major misconceptions, for the teachers’ conceptual change teaching reference.From the results of questionnaire analysis that senior high school students’misconceptions, genetic relatively concentrated, with several typical.The high school has a major genetic misconception, largely incomplete concept, heterogeneity of concepts and lack conditions concept, a small part of no illustration concept, less empty concept, from the misconception types find causes and solutions.From the concept of transformation strategy analyzing, biology teaching in senior high school through some model, tool, select appropriate teaching strategies are integrated, with appropriate teaching design to promote students’conceptual change.