Empirical Research On Using Knowledge Construction Theory To Promote The Conceptual Transformation Of Students

Conception is the basic unit of knowledge system of scientific theory.For graduate students,scientific understanding of professional conception is the premise and foundation of scientific research.However,it is difficult for graduate students to change conceptions.In recent years,the Knowledge Building theory,which is booming,emphasizes starting from the real problem situation,encourages students to put forward real problems and real views,and constructs new conceptions in the process of learners' joint improvement of views.This happens to coincide with a number of strategies for conceptual change.Therefore,this study plans to use the theory of knowledge building to reshape the postgraduate classroom and design corresponding teaching strategies of knowledge building in an attempt to promote students' conceptual change.In this study,a project was carried out with a university professor.The researcher entered the classroom as a teaching assistant and studied the students(23 students,6 males and 17 females)in a class of first-year graduate students in a university.In view of their difficulty in conceptual change in the course of "learning science",this study adopted a design-based research method to carry out three rounds of iterative research(12 weeks,36 class hours).The first round involves the learning of related concepts by creating real situations where students ask interesting questions.In the second round,students' misconceptions are revealed and their conceptual changes are promoted through group conversations,knowledge building walls and other social interaction means.The third round is to promote students from the stage of weak conceptual reconstruction to the stage of strong conceptual reconstruction by constructively using authoritative materials and introducing experts.At the end of each round of teaching,the researcher will collect the data of views expressed by students in several lesson platforms for content coding analysis,evaluate the effect of conceptual change,and revise and improve the teaching strategies in the next round.In this study,the author took the notes of students in the Shuke platform(757 items in total)as the main data source,adopted the content analysis method to encode notes,and analyzed the conceptual development level of notes,in which the content encoding system was adapted from the conceptual transformation hierarchy table proposed by Thagard(1992),which was revised by researchers and applied to the coding process after reaching the reliability and validity of statistical significance.Researchers will further quantitative results of the original import of SPSS software,using the single factor analysis of variance analysis three rounds of iterative teaching effect,found that the third round of the teaching to the student the expansion of the"quantity","weak reconstruction","strong reconstruction" level point of view is the best promoting effect,can effectively promote the conceptual change of students.The research results show that the teaching of knowledge building can promote the conceptual change of postgraduates.Meanwhile,social interaction is an effective driver of conceptual change,which can cause students to perceive the concept of myth,generate cognitive conflict and balance the conflict.The constructive use of authoritative materials is a necessary condition for conceptual change,so as to ensure the scientific direction of social interaction and enable social interaction to play an effective role.In addition,as the research object of this research selected for a first-time adult learners knowledge building theory,ideology and the change of the study habits are difficult,in the later,even some resistance,and to a certain extent affect the knowledge building of the teaching effect.