A Practical Research On The Transformations Of Pre-scientific Conceptions About Primary School

The 21 st century is an era of high-speed development of science and technology,and the society has made all-round progress.The development of science and technology requires that every citizen in the new era must have certain scientific literacy,and the cultivation of scientific literacy must start from childhood.The science education of the students is the science curriculum,the science conception is a very important part of the science curriculum,therefore,the study of the science conceptions is particularly important.Science is based on conceptions,and one of the aims of science education is to enable students to understand basic scientific conceptions,identify natural phenomena and processes related to scientific conceptions,and describe and explain natural phenomena and processes scientifically.In the modern society,with the rapid development of information technology,students have their own understanding and grasp of scientific conceptions through books,Internet and television before learning scientific conceptions.These understandings differ from scientific conceptions in that they are called "preconception".It is the aim of science curriculum learning to change students' preconceptions and make them understand and master science conceptions.In this study,we designed two interrelated studies on the teaching of the conceptions of "temperature and water" and "magnet".First,Using of self-compiled interview summaries and questionnaires,60 students in the third grade of a primary school in Shao Yang City,Hunan Province,were investigated,analyzing and diagnosing students' preconceptions of "the change of temperature and water" and "magnet".Then,experimental inquiry teaching is designed according to students' practice,and comparative teaching experiments are carried out in experimental class and control class.The experimental design of this study was 2 ? 3.Among them,the independent variable a is the teaching method:The level one is the experimental inquiry way carries on the teaching(the experimental class);the level two is the traditional teaching method(the Control Class);the independent variable B is the student's level,and the level one is the excellent student(before the experiment the result ranks the top 30%),the second level is middle students(the score before the experiment is between the first 30% and the last 30%),and the third level is potential students(the score before the experiment is the last 30%).The experiment is based on the changes of temperature and water in unit 3 and Magnet in Unit 4 of the Educational Edition of the third grade,taking 60 students in the third grade of a primary school in Shao Yang City,Hunan Province as experimental subjects,and randomly arranged one of the classes as experimental class to carry out experimental inquiry teaching,the other class was taught in the traditional way,with the same content and the same duration.Through two months of Comparative Teaching Practice,the data of pretext and posttest scientific results were collected and analyzed by using SPSS19.0.The conclusions as follow:1.There are still many pre-scientific conceptions for third-grade primary school students in science course learning.When primary school students learn "temperature and water change" and "magnet",there are the following pre-scientific conceptions: The thermometer cannot be used correctly;They did not know that 0? was the critical temperature for the conversion of water and ice,and that the change of temperature accompanied by the change of heat;Condensation cannot be identified;It is not clear that magnets only attract iron products;Did not know that any magnet had two poles and that the poles were the most magnetic;Do not know the nature of the magnet,the same poles repel each other,different poles attract,etc.2.Using the experiment inquiry teaching can effectively promote students before the transformation of the conceptions of science and the formation of scientific conceptions,and for different levels of students,the teaching effect is significant difference,one of the top students teaching result is superior to moderate life and potential,but medium lives and potential of improving there was no significant difference between the mean scores.