| Scientific literacy is considered one of the most core literacy of Chinese citizens in the21st century.As science concepts playing the role of cornerstone in scientific literacy,international science education has always attached great importance to it.However,the most outstanding factor affecting the learning of scientific concepts is the pre-concepts already in students'minds.Only by changing the wrong concepts into scientific concepts in teaching can students be able to achieve the construction of scientific concepts.Pre-concept research started in the 1970s.Chinese scholars focused on conceptual change teaching around the 1990s,but they developed slowly and had poor results in traditional teaching.The 5E instructional model was proposed by the American expert Bybee,with the purpose of helping students successfully complete the conceptual change and establish the scientific concepts,which has become an important educational model for current scientific concept teaching.Since introduced into China in the beginning of the 21st century,it has been widely used in junior and senior high school biology teaching,but not much in middle school science conceptual change teaching.This subject,based on literature research and experimental research,explores the role of 5E instructional model in improving scientific concept learning for junior high school students.The main research contents include:?1?Review the theoretical basis of the conceptual change teaching,and collate relevant results on 5E instructional model and conceptual change from domestic and foreign scholars'researches.?2?Do a survey on the status of science concept for some students from Hangzhou Baoshuta Shenhua Experimental School and Xihu First Experimental School.?3?By applying the conceptual change teaching based on 5E instructional model to the eighth grade students of Xihu No.1 Experimental School,and guiding them to draw concept maps,conduct pre-test,middle-test and post-test with the concept map evaluation system,to evaluate the different levels of students'concept learning.?4?Descriptive analysis of three teaching cases,and analysis and discussion of the effectiveness of students'scientific concept change.In this study,the“Indicator System for Concept Map Evaluation”was used as the evaluation tool.IBM SPSS Statistics Version 20 software was used to perform independent sample T test and paired sample T test on experimental data.The results showed that after one semester practice,the overall score of the concept map in the experimental group was:pre-test 40.34,mid-test 55.23,post-test 61.34.There were extremely significant differences in the mid-test and post-test?P<0.01?.In mid-test,except for the concept nodes that was significantly different?0.01<P<0.05?,the connections,organizational structures,and examples all had extremely significant differences?P<0.01?,the post-test still showed a very significant difference in the examples?P<0.01?.In control group,the overall score was:pre-test 43.46,mid-test42.29,and post-test 40.93.There was no significant difference in the mid-test and post-tests?P>0.05?.The above results illustrated that the 5E instructional model has obvious help for students'scientific concept learning.The conclusions are as follows:?1?The application of the concept map evaluation system in middle school science teaching can effectively quantify the level of students'scientific concept change.?2?the conceptual change teaching in middle school science course based on 5E instructional model can help students effectively grasp scientific concepts.Among them,the concept connection and examples are significantly improved?P<0.01?,the concept node integrity and the concept organization structure are significantly increased?0.01<P<0.05?.The results of this study are able to initially prove the feasibility and advantages of 5E instructional model in conceptual change teaching,providing some references for front-line teachers in junior high school science conceptual change teaching. |
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