| Scientific concepts are a lever for developing students’ core biological literacy.The "Curriculum Standards for High School Biology"(revised in 2017 and 2020)repeatedly emphasizes the development of students’ core competencies in biology through the construction of major and important concepts in basic concepts,teaching suggestions,and evaluation suggestions.This is sufficient to demonstrate that scientific concepts are the foundation for improving core competencies.Students will gain correct or contrary scientific theoretical knowledge in their study and life,and refer to misconceptions or understandings that are inconsistent with scientific knowledge as "misconceptions".Misconceptions can affect students’ construction and transfer of concepts,so it is urgent to promptly diagnose students’ misconceptions in biology and attempt to transform them into teaching.The study explores and transforms the level of biological misconceptions among high school students in the Hanzhong region around the topic of "Energy Supply and Utilization of Cells".Firstly,the research background and research progress of the concept of superstition at home and abroad are reviewed through the educational literature method,and the research purpose,significance,necessity,innovation,related concept definition,and theoretical basis are discussed and analyzed.Then,using educational interviews,surveys,and educational content analysis methods,a three tiers diagnostic test questionnaire was developed,forming a diagnostic tool with good reliability and validity;Then,according to the principle of questionnaire survey,the questionnaire was distributed to four senior high schools to investigate 686 students in senior one and senior two.The four concept levels in the questionnaire,namely scientific concept,misconceptions,inability to determine and lack of knowledge,were statistically analyzed by classification and item by item,and the level of misconceptions of students in different schools,different grades and different genders was analyzed by significant differences.Finally,relying on the educational experimental method,write teaching designs and conduct practical research aimed at students’ misconceptions,and conduct a post-test to test the effectiveness of POE teaching strategies and conventional teaching strategies in the transformation of misconceptions.The following conclusions are drawn from this study:(1)The results of teacher interviews show that front-line teachers agree with the need for conceptual changes in misconceptions and propose experimental related content as teaching difficulties;Teachers usually diagnose misconceptions through pre class quizzes,classroom observations,homework assignments,and individual interviews,and transform misconceptions through teaching and discussion methods.(2)A total of 30 misconceptions were diagnosed using the semi structured questionnaire.Students made fewer mistakes in memorizing content that is closely related to life,while they had difficulties learning micro content that requires experimental verification.(3)The results of the three tiers diagnostic test questionnaire showed that the highest rates of ownership of misconceptions were "direct energy substances" and "conditions for light and dark reactions";According to statistics,there are 7 high-frequency misconceptions and 1 low-frequency misconceptions;The lowest percentage of students with misconceptions in different school locations is in county middle schools,followed by urban middle schools,and the highest percentage is in township middle schools.There is a significant difference between county middle schools and urban and township middle schools,while there is no significant difference between urban and township middle schools;There is a significant difference in the level of misconceptions between senior one and senior two students,and senior one students have more misconceptions than senior two students;There are significant differences in the level of misconception among students of different class types,including significant differences between key classes,intermediate classes,and ordinary classes,while there is no significant difference between intermediate classes and ordinary classes;There is a significant difference in the level of misconception between girls and boys,and girls have more misconceptions than boys;Students’ interest in biology does not have an impact on the formation of students’ misconceptions.(4)The results of practical research show that there is a significant difference between the effectiveness of POE teaching strategies and conventional teaching strategies in transforming misconceptions,and the effectiveness of POE teaching strategies in transforming misconceptions is better than that of conventional teaching.Based on the above research,the author proposes the following suggestions from three levels,namely,students,teachers,and schools: students need to strengthen multiple learning after class and build conceptual systems through continuous accumulation;Teachers should pay close attention to students’ misconceptions,be good at summarizing,and explore teaching strategies for changing misconceptions in the classroom;The school actively exerts the collective power of teachers to develop questionnaires for diagnosing misconceptions,avoiding the formation of biological misconceptions in various ways,and helping students build a scientific conceptual system. |
