| Concept acquisition is the basic content of elementary science education.The Ministry of Education released a new version of the elementary school science curriculum standards in 2017,which incorporates 18 key concepts from four major disciplines: material science,life science,earth and universe,and technology and engineering.The newly promulgated curriculum standards in April 2022 set 13 core concepts of disciplines,emphasizing the integration of interdisciplinary concepts.The constructive view is that students have a conceptual understanding of their own life experiences before they are exposed to scientific concepts.Some of these knowledge and experiences belong to scientific concepts,but the reality is that most of them do not coincide with scientific concepts and,therefore,are also known as preconceptions or misconceptions.Conceptual transformation has become an important topic in elementary science education;therefore,teachers should be aware of students’ mythological concepts when preparing lessons.At the elementary level,many front-line teachers do not pay enough attention to science misconceptions,and there are relatively few teaching resources related to science misconceptions.In the era of rapid development of knowledge and technology,learning styles have changed greatly and become more and more personalized and fragmented.As an information-based teaching resource,micro-lessons are favored by front-line teachers and students for their brief,concise and repeatable features.However,there are relatively few studies on the application of micro-learning in teaching the concept of transformation of science myths to elementary school students,which are not deep enough.In this study,students’ mythical concepts were investigated by taking the teaching of Heat Transfer in the first book of the fifth grade of the Su Education version as an example,and micro-lesson design based on conceptual transformation theory,cognitive load theory,and "learning by doing" theory was developed to help students transform their mythical concepts.This study can provide reference ideas for front line elementary science teachers for conducting teaching related to mythical concept transformation,and also supplement the micro-course resource base of elementary science mythical concepts.Based on the preliminary preparation,this paper focuses on how to design and develop corresponding digital teaching resources for micro-course to help elementary school students positively transform the concept of science myths.In order to effectively address this main question above,the author broke it down into three sub-questions: first,how to diagnose the misconceptions that exist in the unit of learning of Heat Transfer for elementary school students?Second,how to design and develop corresponding micro-lessons resources to help students transform their mythical concepts in science? Third,can the micro-lesson teaching resources based on mythical concepts effectively promote the transformation of science mythical concepts among elementary school students? In this paper,literature research method,questionnaire,interview and quasi-experimental methods were used to conduct the study.Through the research,this paper enriches the sample of elementary school science misconceptions,and through questionnaires,interviews and paper-and-pencil quizzes,the following typical misconceptions are identified: the belief that "heat" is a physical sensation;the belief that heat transfer is single or unconditional.Based on these misconceptions,I try to design specific micro-lessons to promote the change of science misconceptions among elementary school students.The specific work is as follows.Firstly,this paper adopts the literature method to analyze and summarize the current status of domestic and international research on the concept of misconception and micro-lesson,and to define the concepts related to the concept of misconception,scientific concept and micro-lesson.In this study,90 students with the same characteristics were selected from the fifth grade of elementary school M in F city,and an experimental group and a control group were set up as quasi-experimental research samples.Interviews were conducted to record the content of the interviews and to analyze the misconceptions that existed among the students.A second-order test was developed to investigate the misconceptions of the students in the unit on heat transfer.Secondly,based on the conceptual shift theory,cognitive load theory and "learning by doing" theory,we design specific thematic micro-course based on the ADDIE model,and develop micro-course teaching resources based on the diagnosed misconceptions.The principles and strategies of micro-course design are also summarized by combining self-generated experience and teaching practice.Finally,micro-teaching resources were selected as the independent variable and Heat Transfer unit misconceptions as the dependent variable,based on which a post-test paper was designed to prepare an experiment to verify the effectiveness of micro-teaching resources in promoting the application of science myth concept among elementary school students.The experimental results concluded that the experimental group using micro-course instructional resources as the instructional intervention and the control group using traditional instructional methods as the instructional intervention had improved post test scores,indicating that both instructional interventions had some positive impact on students’ science myth concepts,but the impact of using micro-course instructional resources on myth concept transformation was more pronounced. |
