Research On The Optical Misconception Of Junior Middle School Students And Its Conceptual Change

In the learning of science,scientific conception is the cornerstone of scientific knowledge,correct understanding and application of scientific conception is the goal of science teaching. Knew from the literature and practice in the teaching, students often appear inconsistent with scientific knoewledge in the conception learning, or the understanding of conception is one-sided and incomplete. These ideas ingrained in the minds of the students, and were used to solve problem situations they are facing. In this article, the author think that the misconception is the inconsistent idea of before the class or after the class learning the students haved in the mind.Misconception in the minds of the students will have a significant negative impact in the conception learning.Therefore, the research on the misconception in the minds of students have great significance. Following on the research content of this paper, research methods, implementation and conclusion of the study to make a simple brief.This paper first explains why choose this topic and summarize the domestic and foreign research on the misconception of students, especially on the optical misconception of students. Also based on the present research situation and future research direction, determine the author’s research contents and methods of the study.Then the misconceptual change’s theory is based on the Piaget’s Cognitive development Theory, Vygotsky’s Zone of Proximal Development and Ausubel’s Significance Learning Theory; The misconceptual change’s condition is based on Posner’s "Conceptual Change’s Four Conditions Theory" and Hewson’s "Conceptual Change’s Three State Theory"; The misconceptual change’s way is based on the Posner’s "Assimilaton-Accommodation Model", Chi’s "Within ontological change and Across ontological conceptual change Model" and Tyson’s "Enrichment-Restructuring Model".The content of this chapter provides the theoretical basis, laies the theoretical foundation, builds the theoretical framework for author.In the paper,the implementation of the process,detect the optical misconception of junior middle school students. Firstly, determines optical proposition knowledge, according to the proposition knowledge makes optical concept mapping; secondly, make the students of Jiangxi province new County junior middle school two classes grade eight for interview object, make half open questionnaire as research tool. According to the research results development Two-tier Select Pre-Test questionnaire.Finally, after education expert and teachers modified,developmenting Two-tier Select Test questionnaire and measuring for large samples.Select three classes of Nanchang junior middle school(a total of166students)and three classes of Xinjian County junior middle school (a total of160students) in Jiangxi province as survey object. Survey results show that two schools of junior middle school students in the rectilinear propagation of light, reflection and refraction of light on the concept has a different degree of misconception.The reasons of formation these misconception are divided into two broad categories:external and internal reasons. Based on the present research conclusion and conceptual change theory, aothor submits four ways to change the optical misconception:Concept mapping,Setting questioning situation, Using the multimedia and Group discussions. For "convex lens imaging" as a teaching case, use effective conceptual change strategies to change the misconception of students, the survey results show that students have made significant progress in convex lens’grasp of the conception.This paper focuses on students’optical misconceptions, detects the types of optical misconception and analysis the reasons of formation the misconception. Then student performance indicate that effectively strategy has achieved obvious results.