An Empirical Study On Stem Teaching Design Based On Conceptual Change

Now the primary and middle Schools in China are developing STEM education,and the Education information "13th five-year plan" promotes the development of Information Technology in STEAM education.The elementary school is one of the important stages of scientific initiation education.However,the pupils' minds are not "blank".They had some understanding of the relevant knowledge or concepts while they were studying science,that is the preconception.Some of the preconceptions in the student's mind are basic sciences,but most are incomplete or are misconception,which will affect pupils' learning and understanding of Science courses and even hinder the understanding and application of subsequent content.From the perspective of conceptual change,this paper makes a new teaching design for the science curriculum of primary school.The empirical study of nearly two months verifies the effectiveness of teaching design under the perspective of conceptual change.The research work mainly includes the theoretical research,the current situation investigation of the concept,the teaching design and the teaching effect test.Initially,theoretical research is carried out on conceptual change,instruction design and curriculum theory,and the present situation of STEM teaching design at home and abroad is combed and reviewed,and drew lessons from domestic and foreign STEM-related curriculum cases.Secondly,The instrument has been developed in four stages and the pre-conceptions were studied deeply.Combining the curriculum content and characteristics of "Shape and Structure",five pre-concept types of primary school students are distinguished.The investigation found that the misconception involved in pupils' Science courses needs to be changed.Thirdly,based on the case of STEM related courses at home and abroad,a new teaching design of the unit of Science in elementary school and verifies the teaching effect of the teaching design of the course unit.Finally,some strategies and suggestions are put forward from the perspective of conceptual change.