Research On The Misconception Of Primary Scholars' Mechanics And Its Transformation

Scientific teaching practice shows that: before the former science instruction,the children have built up their own concept,namely pre-scientific concept.The strategy used by teachers to transform the disparate parts of the student's preconceptual concept from the scientific concept into the scientific concept is the conceptual change strategy.In this paper,the misconception of gravity from students is taken as an example to investigate the students' pre-scientific concepts and factors that influence conceptual change are studied.As a high-level cognitive ability,the executive function is closely related to the level of understanding of students' scientific concepts.The subjects selected were students from grades three to six,totaling 82.In the first study,a questionnaire survey was used to investigate the pre-gravity concept of the subject.The pre-gravity concept of the students and the grade and gender differences in the development of the students' concept of gravity were discussed.In the second study,evaluation of subject was performed using executive function evaluation,and the grade and gender differences in student's executive function development were discussed.Study 3 mainly discusses the relationship between students' executive function level and the understanding level of students' gravity concept.In the fourth study,the text analysis method was used to analyze the instructional design in primary school science courses.Teachers' interviews were used to understand teachers' knowledge of executive functions and teachers' conscious awareness in developing students' executive function levels in the daily teaching.The study shows that:(1)There are many erroneous preconceptions about the concept of gravity in children?After statistical analysis of the questionnaire,it was found that as the grade increases,students' understanding of the concept of gravity gradually increases;there is no significant gender difference in the concept of gravity between different grades of students.(2)The three subcomponents of the executive function showed significant grade differences,with no significant difference in gender.The executive functions of students in grade 3-6 showed a tendency to increase with grades.(3)The sub-components of the student's executive function: inhibitory control ability,working memory,and cognitive flexibility has a positive correlation with the concept of gravity.(4)A textual analysis of the teaching design and interview with science teachers found that teachers neglected the development of students' executive functions in the design of teaching objectives and teaching process,and did not correctly recognize relationship betweenexecutive function and student concept understanding.The author analyzed and improved the teaching design based on the relevant data and consulting experts and front-line teachers,combined with executive function intervention method and conceptual transformation strategies,so that the students can obtain the concept of gravity science.At the same time,their own executive function should be developed.