A Study On The Theory And Teaching Cases Of Conceptual Change For Senior High School Students' Misconceptions In Mechanics

Phenomena of mechanics are rather common,but concepts of mechanics are often abstract,so students are easy to have misconceptions of them and find it difficult to learn them well.An overview of research on teaching concepts shows that conceptual change is always a hot topic in the research field of science education.In this paper,based on a summary of previous research,senior high school students' misconceptions of friction were diagnosed,and a study of practical teaching was conducted on the basis of diagnosis results and the theory of conceptual change,to discuss practical classroom teaching that can effectively change misconceptions.To be specific,the study includes the following four aspects.First,misconceptions,the teaching theory of conceptual change and classroom teaching models were expounded systematically.Second,a two-tier test of multiple choices was designed,and a diagnostic questionnaire on misconceptions of friction was prepared,to diagnose commonly seen misconceptions of friction through a questionnaire survey with senior high school students and freshmen majoring in physics in normal universities as respondents.Third,diagnosis results of students' misconceptions were analyzed and summarized.Based on the theory of conceptual change,a plan for teaching with a demonstration experiment was designed to change senior high school students' misconceptions of friction,and teaching tools and resources were developed for the demonstration experiment.Fourth,practical teaching of friction was carried out,and a post-test questionnaire was designed to measure changes in students' misconceptions of friction.Moreover,with data entered in SPSS 22.0,a paired-sample test was conducted to evaluate the effectiveness of changing misconceptions through a comparative analysis of them before and after the test.The study suggests that both senior high school freshmen and freshmen majoring in physics in normal universities have misconceptions of friction,and the way to teach by making teaching tools and developing targeted demonstration experiments can arouse students' cognitive conflict and change their original cognition,thus effectively achieving the teaching objective of changing senior high school students' misconceptions of friction.