Diagnosis And Transformation Of The Misconception Of Meiosis And Fertilization In High School Students

Both cognitive theory and constructivist learning theory emphasize the important role of students' cognitive structure in learning,but students' existing perceptions may differ from the scientific concepts that scientists hold.These concepts of students are often referred to as the " misconception ".Misconception plays an important role in the learning process of students and brings great obstacles to teaching.Learning should be a spontaneous process of students' transformating misconceptions and constructing scientific concepts.At present,in the teaching process,teachers often ignore the concepts of students' existence and its forming reasons,and the teaching design are not aimed at these misconceptions,but the repetition of knowledge that keeps students cramming.This leads to the obstacle of students' conceptual construction,incomplete cognitive structure,low learning efficiency and weak problem-solving ability.In high school biology knowledge system,it is the most difficult to construct the related concepts of genetics.The knowledge of meiosis is difficult to understand and teach because of its abstractness,and there are many students' misconceptions.This study is based on the study of the related domestic and foreign literatures on the misconception,taking the students of senior two and senior three in Hangzhou Genshan high school as the research object.Through the self-developed four-tier diagnostic test questionnaire as the main research tool and supplemented by the interview,this study probes into the types and proportions of the misconceptions of meiosis and fertilization by the students of senior two and senior three,compares the differences between the two grade students,preliminarily analyzes the possible causes of the misconceptions,and puts forward some strategies of conceptual change for teachers' reference.Research shows that the two grade students do exist quite a few misconceptions in the content of six themes,including "Chromosomes behavior in meiosis ","Changes in the number of chromosomes and nuclear DNA in meiosis.","The formation of sperm and egg and fertilization ","The significance of meiosis and fertilization","The essence of Mendel's law","Chromosomes and genes".These misconceptions are universal,unstable,unorthodox and incomplete.The misconceptions of senior three students are more stubborn than senior two students.Teaching and textbook are very important factors in the formation of these misconceptions.In view of these students' misconceptions,this paper combines the theory of conceptual change,puts forward the problem-solving teaching strategies,self-explanation strategies,cooperative learning strategies and multimedia-network teaching strategies.Through case analysis,it is found that they can actually promote the transformation of students' misconceptions to scientific concepts.