The Causes And Transformation Strategies Of The Misconception In The Chapter "The Input And Output Of Cells" Of High School Biology

Concept is the basis of learning for any subjects.It can be divided into correct concepts and misconceptions based on the different contents of knowledge.Before students learn scientific concepts,due to various factors,there are many misconceptions in their minds,which will hinder the learning of scientific concepts.Therefore,probing the puzzled concepts in the minds of students and helping students mastering the scientific concepts that have become an important part of biological concept.This study focuses on the related concepts in the chapter " the input and output of cells " in high school biology.First of all,from the importance of the core concept teaching,the characteristics of biological concepts and the lack of the concept of " the input and output of cells ",the reasons for choosing the title are explained.After that,summarize the research status of the concept of misconception at domestic and abroad,concluding the characteristics of the misconception,research theoretical basis.The four tier survey questionnaire was used in this study to explore the myth of the student's “the input and output of cells”.Firstly,a semi-open questionnaire is prepared according to the proposition statement and the concept map,and the reason options are collected after the recovery,and then a preliminary the four tier survey questionnaire is prepared and tested,and the reliability and validity of the questionnaire are analyzed to meet the standard.Finally,the four tier survey questionnaire for " the input and output of cells " is generated.The questionnaire was administered to three experimental classes and three parallel classes in the first grade of Z Middle School in Shihezi City.The statistical analysis of 13 questions in the questionnaire was conducted.It was found that the average confidence index of the experimental class was above 3 points,and the average confidence index of the parallel classes was mostly less than 3 points.Moreover,the matching degree between the correct answers and reasons in the experimental class is higher than that in the parallel class.The correct rate of the experimental class with 9 questions is about twice that of the parallel class,which shows that the students of parallel class have more misconceptions.From the statistical data,we can also see that the misconceptions of "characteristics of transmembrane transport","main contents of fluid mosaic model","passive transport","active transport" and "the way of macro molecule substances entering and leaving cells" are distributed and similar in both experimental and parallel classes.at the same time,the causes of the misconception in the chapter "the input and output of cells" mainly includes five aspects: students' existing cognition,students' lack of in-depth understanding of the essence of the concept,students' learning attitude,teachers' neglect of concept teaching and inappropriate use of extracurricular reference materials.Finally,the five strategies for transforming the concept of myth: the strategies of improving students' cognitive structure,paying full attention to the teaching of concepts,building models,concept map strategies and scaffolding instruction strategies.Finally,An Empirical Study on the concept change teaching of the section "material trans-membrane transportation mode" is carried out by using the scaffolding instruction strategies.The pre-test and post-test of the experimental class and the control class are conducted in the beginning and ending of the teaching respectively.It is found that the scaffolding instruction can reduce the probability of the occurrence of misconception more effectively than the traditional teaching.