| The new round of science education curriculum reform has paid more attention to the study of students' scientific conceptions to develop students' core literacy.Therefore,“teaching for conceptual change” has become an important area of basic education research and practice.China's Compulsory Education Biology Curriculum Standards(2011 Edition)and Ordinary High School Biology Curriculum Standards(2017 Edition)also clearly stated that in teaching,teachers should help middle school students to form important biological core conceptions.However,in the process of learning,learners often produce concepts that are contrary to the current scientific theory's understanding of things,which are misconceptions.Understanding these conceptions and using effective conceptual change strategies can be very important in forming scientific concepts.In order to better explore the misconceptions of middle school students and help them to establish scientific conceptions,this study focused on the transportation of substances in the human body,and constructed two four-tier diagnostic tests.Both of them were used to assess the students' mastery of the same content science conceptions at different times.The results show that the four-tier diagnostic test not only can effectively explore the misconceptions of individual students,but also explore the misconceptions of the group.In the proximal test(after one week of study),six misconceptions have been identified in this group,two of them are genuine misconceptions that are expressed with high confidence ratings,and the four are spurious misconceptions with low confidence ratings.There are five misconceptions in the remote test(after half a year of study),three of which are genuine misconceptions,two are spurious misconceptions.There are some differences in the misconceptions produced by students at the same time in different periods;these genuine misconceptions are more stubborn and difficult to change,and those spurious misconceptions are relatively easy to be changed.This research can provide reference and help for teachers to further conceptual change teaching.Misconceptions are part of an individual's cognitive structure and influence the construction of biological conceptions;Using effective conceptual change strategies teaching is the key to the transformation of misconceptions into scientific conceptions.In order to explore the effects of these different conceptual change strategies,subsequently,the study used a meta-analysis method to quantitatively analyze 58 original studies included at home and abroad.Examining the influence of the conceptual change strategies and its moderator variables on the effect of the conceptual change.The study found that the conceptual change strategies teaching had a moderate positive effect on improving students' academic performance and concept test performance(d=0.72,P<0.01).Compared with traditional lecture teaching,the implementation of conceptual change teaching also has a positive effect on students' maintenance of scientific concepts(d =0.79,P<0.01).When teaching the concept of “transportation of substances in the human body”,selecting conceptual change strategies,such as: a conceptual change text combined with a discussion webpage,cooperative learning and discussion methods combined with analogy and model,both can produce positive effects.At the same time,the effect of conceptual change is affected by moderator variables such as teaching content,intervention duration,teacher effect,and types of testing tools.Based on the above analysis,it is recommended that when teaching or reviewing,teachers adopt appropriate teaching strategies for conceptual change teaching according to the conception of mastery.And at the same time,the classroom structure should be optimized reasonably,more teaching time should be allocated to the conceptions that are not solidified,and the effect of conceptual change should be tested using conceptual tests,the purpose is to help students establish scientific concepts. |
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