The Influence Of Question Design On The Conceptual Change Of Pupils In Interactive Instructional Video

Before students learn scientific concepts systematically,they already have a certain understanding of the scientific concepts in their minds.We call this understanding"original cognition".When the student’s "original cognition" does not match the scientific concept,it indicates that the student has a cognitive bias.The purpose of teachers’teaching and students’ learning is to correct students’ cognitive deviations and transform the misconception in students’ minds into scientific concepts.Research has found that explanatory text is not the most suitable tool for concept transformation,and it cannot take into account the differences in students’ misconception.The interactive technology in interactive video provides the possibility to solve this problem.As a common function in interactive video,embedding problems can not only attract the attention of learners,but also effectively induce learners to have cognitive conflicts and promote their conceptual changes.In addition,studies have shown that the level of the learner’s prior knowledge will also affect the effect of conceptual change.Based on the above analysis,this paper uses interactive video as a learning scaffold to explore the impact of different types of question design and students’ prior knowledge on the effect of concept learning.This article takes the related concepts of "optics" in the fifth grade science curriculum as the research theme,and takes students in two classes in each of the fourth and sixth grades as the research objects,and investigates the students’ misconception.Secondly,based on the questioning model of conceptual change,a question design was carried out for each misconception and embedded in the instructional video according to the requirements of different experimental conditions.Finally,an experimental design of 2(singularity question design and individualized question design)*2(the high experience,the low experience)was used to explore the influence of the type of question design and the level of prior knowledge on conceptual learning.Based on above study,the author drew the following conclusions:(1)The fourth grade students and the sixth grade students both have misconception in the concept of "optical",but the sixth grade students have fewer types and numbers of misconception;(2)Students’ prior knowledge level affects students’ conceptual learning effects and learning satisfaction.Students with a high prior knowledge level have better conceptual learning performance and higher learning satisfaction;(3)The concept learning effects of the Individualized question design group is better than that of the singularity question design;(4)There is an interaction between question design types and prior knowledge levels.Individualized question design is more conducive to improving meta-conceptual awareness of students with higher prior knowledge level,while singularity question design is more conducive to improving meta-conceptual awareness of students with lower prior knowledge level;(5)The type of question design and the level of prior knowledge have no effect on learners’ cognitive load.