High School Biology Metabolism Study Analysis Of Alternative Conceptions

The students who studied the professional and scientific biological concepts before oftenshaped their preconcepts by their experiences and the phenomenon of everyday life. Amongthese concepts, they had the right understandings (scientific concepts) and many wrongunderstandings (wrong concepts). When they studied the new biological concepts, they alsoproduced the scientific concepts and wrong concepts. Several kinds of the forms of these twowrong concepts made up the certain frameworks system, which we called “alternativeconception”. When the students comprehended and mastered the biological concepts, theexistence of the alternative conception would produce serious blocks.This study was based on the former researches and was guided by the learning theory ofconstructivism and conceptual change theory, combining the qualitative research and empiricalresearch. The study investigated and analysed the various performances of alternative conceptionin the process of metabolism for the senior high school students by the survey on thequestions of learning the process of metabolism for the senior high school students. I also talkedwith some students and teachers. I discovered that:(1). Alternative conception was generalamong the students in the process of metabolism, especially in the photosynthesis, watermetabolism, mineral metabolism and respiration.(2). the students also had some specificperformances because of the differences of the grade and the gender. There was an obviousdifference between the boys and the girls in the total score. The boys made a remarkableachievement, especially in Grade One. With the increase of the grade, the boys and the girlswould all improve but not obviously on the whole. The girls could improve quickly.When I studied the survey and analysed the records on communication, I found thereason why the senior high school students had the alternative conception on learning the processof metabolism. They were shown in nine aspects.(1). The perplexity of experiences in the dailylife;(2). The negative transfer of the knowledge;(3). A bad impact on the mental set;(4). Thewrong intuition and imagination;(5). The misunderstanding of the connotation and extension forthe biological concepts;(6). Forming the wrong thinking when beginning to learn the biologicalconcepts;(7). The wrong guidance of medium information;(8). Teachers didn’t know theknowledge structures of the students already owned;(9). Teachers had the improper teachingmethods.Based on the above-mentioned research, this study put forward the teaching suggestionson alternative conception when learning the process of metabolism for the senior high schoolstudents. There were three points.(1). To fully understand the students’ alternative conception in the learning process in order to improve the aim of teaching;(2). To create teaching situation, toinduce learning motivation, to make cognitive conflict;(3). To use many kinds of teachingmethods to increase the sensitive experience for the students, to lead the right intuition andimagination.