A Case Study On The Transformation Of The Concept Of Buoyancy Myth In Elementary School Science

Before primary school science classes are taught,students already have the concept of buoyancy associated with life experience in mind.When the concepts of buoyancy formed in the early stage are consistent with the meanings of scientific concepts,they are helpful for students to understand and master scientific concepts.When the concepts formed by students deviate from scientific concepts,they are called misconceptions.Misconceptions may cause some obstacles for students to correctly master scientific concepts and form scientific understandings.In the teaching of buoyancy unit,the author found that students had a large number of puzzling concepts and were very stubborn.Therefore,this study investigated the status quo of "buoyancy" puzzling concepts among fifth grade students,so as to further understand students' understanding of concepts such as the size,direction and application point of buoyancy,and make efforts to reflect on the existing concept transformation teaching.As first-line teacher,it is expounded in this article the author found that most of the teachers in the teaching not to "learning" as the center,in the concept teaching is not to the students' concept of myth as a starting point to design and develop the teaching goal,teaching process to put forward the elementary school science myth of the buoyancy of the transformation of the concept of case study research,through the literature method to concept of myth,buoyancy,concept transformation existing research and disadvantages of these three aspects has carried on the statistical and understanding;Through interview and investigation,this paper aims to understand the buoyancy myth concept of students in the three situations of "floating","sinking" and "floating",and makes a targeted analysis on the characteristics and sources of the buoyancy myth concept.Finally,according to the case study method,taking the fifth grade students as the object,the empirical research on the conversion of the concept of buoyancy unit myth is carried out by adopting "NN three-step teaching mode" and "5E teaching mode".Through research,this paper has enriched the survey sample of the concept of buoyancy myth.Based on the investigation and analysis,it is found that students have the concept of buoyancy myth in the following five aspects: the explanation of why objects float;Knowledge of the magnitude of the buoyancy of an object as it floats;Knowledge of the buoyancy direction of the water in the floating state of the object;Knowledge of the buoyancy direction of the submerged object;The explanation of whether something in suspension is buoyant.The author adopted "NN three-step teaching mode" and "5E teaching mode" to carry out empirical research on "whether an object sinks or floats in water" and "does a sinking object suffer from buoyancy",so as to provide a certain paradigm for the concept transformation teaching of frontline teachers.On the basis of empirical research,the author puts forward some teaching Suggestions for the unit of sink and float,including exploring the cognitive structure and exposing the concept of myth;Cause cognitive conflict and deconstruct the concept of myth;Solve cognitive conflict and construct scientific concept.