The Research Of Investigation And Transformation Of Biology Prescientific Conceptions Of Junior School Students In Guiyang

This research efforts to carry out a practical research investigationon the prescientific conceptions and its change of students under theChapter II (bio-genetic and mutation) of the book PEP eighth grade nextVolume. In this study, we have launched a comprehensive survey onstudents’ prescientific conceptions in the above mentioned chapter, andtried to reveal the biological diversity of different level students in theprescientific conceptions, and based on biology teaching practices injunior high school, a teaching transform investigation was made on theprescientific conceptions of students.The research of this paper is going based on the Constructivisttheory and existing relevant researches at home and abroad. First of all,collecting and collating the relevant literature of “prescientificconceptions” and its conceptual changes, then put forward my ownunderstanding on the concept of “prescientific conceptions” and definewhat is the concept of “prescientific conceptions”. Secondly, use methodslike interview and questionnaire to find out viewpoints of frontlinebiology teachers on the “prescientific conceptions” and their ways toobtain biological prescientific conceptions. Several questionnaires waslaunched to survey the “prescientific conceptions” in middle schoolstudents on the Chapter of "bio-genetic and mutation", based on these questionnaire results, the distinction between "lack of knowledge" or"have misconceptions" of students is determined, and to disclosed thedifferences between different schools in biological “prescientificconceptions”. Finally, for the “prescientific conceptions” the studentsown in Chapter of “bio-genetic and mutation", this paper presented thegeneral process of teaching strategies in conceptual change, and apreliminary experimental teaching was researched.The researches of this paper found that not only students but alsoteachers have the prescientific conceptions, teaching is the best means ofchanging the prescientific conceptions of students. The prescientificconceptions in students is very stubborn and common class teaching cannot change it easily. Combination with the study results of previousresearchers, teaching practices against the students’ scientific conceptswas conducted in this paper, and have achieved a good result. In order toreduce the blindness and inefficiency in teaching, and to promote theteaching level in real classroom biology teaching, teachers need to makean investigation in various of ways to obtain the prescientific conceptionsof students timely and accurately, so make a corresponding teachingtransform. In teaching, how to find the simple incomplete, or even wrongunderstanding in students’mind, and find out the correct teachingmethods to help students transforming these non-scientific understandinghas always been a practical problem to be solved urgently. Finally, we suggest the majority of first-line teachers updating their educationconcept, and being fully aware of the existence of prescientificconceptions, paying more attention to the subjectivity of students, fullytaking advantage of prescientific conceptions to make conceptual change.