A Coze Study Of Conceptual Change In Physics Book1for High School

Generally speaking, in the physics teaching, the physics teachers only takeattention to impart the science conceptions to students from the textbook, and thestudents do nothing but try their best to accept the knowledge that the teachers aretransferring. Nevertheless, a great number of domestic and overseas researches andteaching practice have indicated that students have formed their own understanding ofscience conceptions before study by different approaches. Some of these priorconceptions are consistent with science conceptions, and some are misconceptions. Ifthese misconceptions weren’t be changed correctly, they will disturb the study of newconceptions. Therefore, the research of use conceptual change strategies in physicsteaching is important.It has been constructed through referring to documents and the case study,focusing on this, this thesis made the following works:Firstly, analyzing the theoretical foundation of conceptual change form theperspective of learning theory.Secondly, based on collecting related literature about conceptual change,trimming the instruction process, the instruction mode and strategies of conceptualchange.Thirdly, by researching New Senior Physics for High BookⅠ, collectingknowledge what easy turn to misconceptions in the class. Make teaching design andput into practice through conceptual change, analyzing the teaching result,summing-up the advantage of conceptual change.Fourthly, comparing the different strategies of conceptual change adopt bydifferent problem, summing-up the principle of adopt different strategies to differentproblem, give question straight in the class is the easiest method to find themisconceptions, different strategies to different problem in making cognitive conflictand resolving cognitive conflict.