Action Research That Uses Museum Resources To Transform Scientific Concepts

With the promulgation of Chinese " Compulsory Education Primary School Science Curriculum Standard" in 2017,schools gradually realize the availability of museum resources and seek various forms of cooperation.However,the use of museum resources to carry out science education in schools still have some problems that the form is more than the content,the curriculum content is not implemented and the teaching quality cannot be evaluated.How to implement the school-centered combination of museum and school,integrate museum resources into primary school science classes,and evaluate the quality of this combination is the focus of current research.Under the background of " Curriculum Standards for Compulsory Education Primary Schools",this paper bases the teaching quality of museum-school combination on students' cognitive level,that is,the change of students' concept.This paper designs museum educational activities suitable for science education in experimental schools through case analysis of science education using museum resources.This study uses action research to carry out science education activities using museum resources in primary schools.The diagnostic tests developed by the researcher to research conceptual change,supplemented by qualitative analysis methods such as dialogue analysis and interviews to answer these research questions: first,whether the museum resources can be used to realize the conceptual change;second,how does the conceptual change realize by using museum resources ? After two rounds of practice,it is found that schools can use museum resources to realize the scientific conceptual change,and the misconceptions of students are generally improved.The change lasted for a long time,and they performed well in the delay test.In the process of using museum resources to realize the conceptual change: 1.Students have misconceptions,and after observeing the resources in the museum,they find that they have congnitive conflict,thus replacing the wrong parts of the original concepts;2.The students did not have misconceptions,but were attracted by the exhibits in the museum,which led to exploration and learning,supplementing the original cognition.3.The conceptual change did not happen immediately.After the museum activities,the students linked the knowledge gained in other informal learning environments with the museum contents,strengthening and supplementing the existing concepts.This paper hopes to expand the scene of conceptual change from the classroom to the museum by researching conceptual change in museums so as to provide reference for museum professionals.At the same time,when teachers use museum resources to carry out science education,they could focus the teaching effect on conceptual change and analyze the change process of students,so as to help students to better science learning and make full use of museum resources.