| In teaching, students often found to produce a lot of pre scientific concept in the past life experience, but these pre scientific concepts are often not quite right, there are a lot of misconceptions. The wrong part contains these former concept, establish hindering students scientific concepts, this paper is devoted to the study of change wrong concept and effectiveness. I go through a comprehensive understanding of the physics concept and conceptual change theory in data access mode, and fully understand the basis of research on this issue at home and abroad, this paper’s writing.In order to understand the students before the formation of the concept of wrong, I design concept questionnaire and records of student achievement, as the error of conceptual change teaching basis. Then the two parallel classes taught by divided into the experimental class and the control class, respectively by means of exploring experimental teaching method and traditional teaching method to help students complete the former concept. The design concept and post test questionnaire, the analysis of the two kinds of teaching methods on students the concept of change before the papers. Finally, after a period of time, to study the students’ understanding of established scientific concepts and application using the follow-up tests, and long-term conceptual change of error.The results showed that:1the traditional teaching method and the teaching method on students’ pre concept transformation are both effective and significant effect.2from the short time teaching effect, no significant differences between traditional teaching method and the teaching method in the construction of scientific concepts in students.3from the long-term point of view of teaching effectiveness, in terms of effective change concepts, and to better understand and apply science concepts, teaching methods of experiment compared with the traditional teaching method has the obvious superiority. |
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