The Research Of Conceptual Change Teaching In Chemistry Learning

A considerable amount of research has shown that the original experiences of students have important effect on their science learning. Especially, those conceptions that are inconsistent with scientific conceptions will prevent students from deeply understanding the nature of the scientific conceptions. Therefore, how to implement the change from the pre-conceptions to scientific conceptions, namely " conceptual change " have been an important problem in educational psychology. Plenty of achievements have been made in maths, chemistry, biology all the world. But our nation has been lack of systematical and in-depth research on the conceptual change theory. So, we choose conceptual change as our research subject to explore a series of problems carrying conceptual change teaching out in chemistry learning.The research focuses on five aspects: the achievements made in conceptual change, theoretical background of conceptual change, the analysis on chemistry pre-conception of junior school students, conceptual change teaching model in chemistry learning, and empirical studies.The core of conceptual change theory is Conceptual Change Model(CCM), it was proposed by Posner and colleagues in 1982. They claimed that four conditions of accommodation needed to be present for conceptual change to occur: (a) There must be dissatisfaction with existing conceptions; (b) A new conception must be intelligible; (c) A new conception must appear initially plausible; (d) A new conception should suggest the possibility of a fruitful research program. Conceptual ecology is made up of anomalies, epistemological commitments, metaphysical beliefs and concepts and other knowledge. Several researchers adopted Conceptual Change Model theoretical framework to empirical studies and found that the implementing CCM into instructional materials could promote students' conceptual change in learning science. Conceptual change theory is based on philosophy of science, Piget's cognitive theory, Ausubel's assimilative theory and constructivism.The starting point of the progress of conceptual change is the students'pre-scientific conception. We summarize the conclusions of some aspects which covered particulate nature of matter, solution, atoms and molecules, chemical equations, chemical change and chemical equilibrium etc. We use questionnaire and clinic interview method to investigate the types, quantities and species of junior school students' pre-scientific conceptions, and then demonstrates how the pre-scientific conceptions come into being and their features. On the base of investigation, the trait, types and sources of conceptions are discussed. We think the chemical pre-scientific conceptions of students come from common experience, ordinary language, social environment and inconsonant analogy.On the basis of conceptual change theory and conceptual change teaching model, we construct the conceptual change teaching model in chemistry composed five phases. Firstly, teachers should diagnose the students' chemical pre-scientific conceptions. Secondly, in order to elicit cognitive conflicts teachers could set up problem context. Thirdly, students restructure own understanding. Fourthly, students apply new understanding to solve problems. Fifthly, students compare new understanding with previous understandings, and rethink the process of conceptual change. The teaching model suggests teachers should choose suitable teaching strategies, which can facilitate students to implement conceptual change.The research applies the study methods of observing students' behavior, correlation method, individual interview and investigation question to evaluate the teaching effect. We analyze and interpret material of students' action and experiment report. The result is that chemistry conceptual change teaching model and teaching strategy can achieve favorable effect and help students understand new conception more meaningfully. It possesses very positive current significance.In the end, we preview prospect for future research along with anal...