Study On Secondary Scientific Conceptions And Its Changing Strategies Of Genetics In High School

The biology teachers should not only know what the students know before the class,but also know what the students have formed after the class.Secondary scientific conception refers to the wrong scientific concepts which were got after class.Students in the biology classroom must have to get a lot of concepts,but also produce a variety of secondary scientific concepts.These misconceptions will have a negative impact on the concepts learning.Therefore teachers should find out what the wrong concepts students have and adopt certain strategies to change their misconceptions.Genetics is an important branch of biology and it is easy for students to produce wrong concepts here.Domestic and foreign scholars study more on the primary scientific concepts but study little on the secondary scientific conceptions.This paper studies on secondary scientific conceptions,and finds its changing strategies,using the example of genetic and evolution.They study on the following four aspects about this issue.First,the author sorts the literatures about methods and contents.Then finds the definition of relevant concepts and determines the theoretical basis of the study.Second,this paper gives the proposition and questionnairedesign,and carries out the questionnaire.Third,the author presents the preventive measure and the changing strategies.It contents "self explanation strategy","group discussion strategy","intuitive teaching strategies",and "wrong concept shaping strategy".Fourth,using the changing strategies on the real class and make sure they are effective.It shows that the students have different degrees of secondary scientific concepts.The changing strategies of this paper are much more effective than the traditional methods.