Promote Pupils' Conceptual Change By Dual Sistuated Learning Model In Science Teaching Research

In science education,the change of students' misconceptions is crucial to their mastery of correct scientific concepts.the purpose of this study is to use the dual situated learning model(Dual Situated Learning Model,DSLM),which is proposed by She Xiaoqing,a scholar of Taiwan,to explore the connotations and characteristics of the dual situated learning model,and to explore whether it can promote the three grade students' misconceptions about the Soviet version of the solid and liquid unit.In the first stage,the two-tier diagnostic test was used to detect the misconceptions.through the analysis of the results of the two-tier diagnostic test,the concept of the existence of misconceptions is analyzed,and the concept of the three grade students is found in the concept of solid,the mixture of solid and solid,the separation of solid into the water,the separation of solid and liquid,and the liquid into the water.Secondly,based on the research foundation of the literature related to the dual situation learning model,and combining the concept of the mystique of the students' unit,the concept of dual situated learning model is designed under the guidance of the tutors and tutors outside the school.Using the experimental method,the experimental group used this mode of teaching,while the control group used the traditional mode of teaching.After the teaching,the experimental group and the control group were tested.the experimental results of the experimental group and the control group were compared and analyzed to understand the effect of the two teaching modes on students' conceptual change.In order to further improve the reliability of the research conclusions,after third weeks of the unit teaching,the delay test is carried out.According to the students' grasp of the scientific concept of solid and liquid unit,which kind of teaching methods can be explored to maintain the concept of students' conceptual change better.through the analysis of the test results and the delayed test results of the experimental group and the control group,the conclusion is drawn that both the dual situated learning mode teaching and the traditional mode teaching can promote the students' conceptual change;the dual situated learning mode teaching has a better effect on the concept transformation than the traditional teaching.