The Research On Development And Application Of The Three Tier Questionnaire About Diagnosing Misconceptions

Modern society pays special attention to the mastery of students' knowledge and skills,and it is based on the understanding and mastering of scientific concepts;and misconceptions will affect the student's understanding of new concepts and new knowledge.Biology is a natural science,involving a lot of concepts;in high school,the knowledge of biology will be more systematic and in-depth.Many important principles and regular patterns need to be described and understood by the related concepts for biological knowledge.Thus,it is very important for the teachers to carry out the concept teaching.However,in the actual biology concept teaching effect,it is cannot always achieve the teacher's desire,one of the reasons is that students have misconceptions,and it is a barrier for students to understand the scientific concepts.Thus,in order to improve the teaching effect,teachers should explore the students' misconceptions as a teaching job.In the introduction,from four aspects expatiating the reason of choosing"misconceptions" and "the three tier questionnaire" as the research subject,including presenting problem,lack of traditional questionnaire detection a,the significance of exploring misconceptions and applicating the three tier diagnostic questionnaire.This research takes the concept relating to the cell in high school biology as an example.Firstly,through documentary research method,hackling the terminology associated with "misconceptions",summarizing the characteristics and causes of misconceptions,and sort out the research methods of misconceptions.The research contents include ?the selection of geodesic concepts for the three tier diagnostic questionnaire ?collecting reason options for the three tier diagnostic questionnaire t?the statistical method of the three tier diagnostic questionnaire ?pre-testing and consummating the three tier diagnostic questionnaire ? analysis the results that investigating misconceptions with three tier diagnostic questionnaire ?the categories and formation causes of the misconceptions ?providing teachers with teaching suggestions that point at the formation of misconceptions.Choosing the three tier diagnostic questionnaire as the tools that reveal student'misconceptions.Firstly,developing the three tier questionnaire should follow three principles.and expatiate the procedure of devolopmenting three tier diagnostic questionnaire:defining the content("the material of cell" "the structure of cell" and"cell metabolism" and "life course of cell");designing open questionnaire(to collect students' different understanding of concepts);drawing the concept map(clear and definite the logical relationship between the concepts);setting the reason options for the second tier and the certain options for the third tier;pre-testing the questionnaire,according to the results,test the reliability coefficient,then ask biological education expert evaluate the content validity of the questionnaire and complete the three tier diagnostic questionnaire.Also,introducing the statistical methods of the open type questionnaire that collecting the different understanding of the concept for the students and the complete the three tier diagnostic questionnaire.The three tier diagnostic questionnaire is applied in actual measurement,taking the students of Shaanxi Province ZhaShui Middile School and Xi'an fifty-third middle school as investigative objects,including four classes of the freshman year in high school and three classes of the senior two.Through experimental results,there are 32 corresponding misconceptions in four themes for the measured students;and classifying these 32 misconceptions,respectively belong to five categories,including"incomplete concept" "absolute concept" "the concept of heterogeneity" and "condition missing concept" and "empty concept","incomplete concept" is the most.The measured results mainly from the statistical analysis of the questionnaire scores,misconception category,causes of misconceptions,analyzes these five aspects influence the students'cognitive level and the teaching of teachers.At the last,analyzing the three problems that existing the process of developing the three tier diagnostic questionnaire,hope organizer to solve these problems and explore the students' misconceptions more effectively.For the formation of the misconceptions of students in the study,proposing three teaching suggestions for the teacher,in order to help the students avoid the formation of misconceptions.