The Empirical Research Into Students' Pre-science Concept Transformation In Senior Biology Teaching

Biology is a kind of knowledge system, which is made up of some related biology concepts. Mastering concepts is the necessary premise to individual learning rules and solving problems as well as conducting creation. The study on modern cognitive learning theory and constructive learning theory shows that mastering science concept is based on the original concept transformation. How to apply the concept transformation theory to the practical biology teaching, which leads to the effective concept transformation, has been a practical problem, which needed further discussion.Guided by the modern cognitive learning theory and concept transformation, the study, which focuses on the middle school students, investigates students' biology pre-science conception by means of questionnaire, interview and empirical method. This study first analyzes the effect of students' pre-scientific concepts on understanding biology principles and explaining biology phenomenon, second it tries to category biology pre-science conception and then constructs several teaching models, finally it probes into the strategies and methods applied in different concept transformation teaching implementation.By the investigation of students' pre-science conception, the study discovers that biology pre-scientific concept widely exists in students' cognition while they are not aware of its presence, let alone its effect on mastering science knowledge. The study achieves the following outcomes: (1) concepttransformation teaching model based on pre-scientific concepts transforms students' learning methods and increases their sense of concept learning. (2) the application of concept transformation teaching model motivates students to actively participate in meaning construction, which results in concept transformation effectively. (3) as for different kinds of pre-scientific concepts, we should deal with it respectively and avoid ignoring its science nature. Simple pre-scientific concept is a kind of important teaching source (4) the concept transformation teaching model enhances students' understanding of concepts. However, transforming students' original concept is a long and complex course. Due to the daily experience difference, this teaching model can not be widely used.