A Research On Preconceptions And It's Teaching Strategies

We all know that science and technology are a primary productive force in today's world. So , science education becomes an universal concern in the world..Conceptions teaching is an important part in science education. Learners already have preconceptions which are the same as or different from scientific conceptions before they get the science education ,and this preconceptions would hinder or further the formation of scientific conceptions.To disclose the learner's preconceptions and its changing law is considered the key point to improve the quality of science education.This thesis mainly discuses the feature of preconceptions and analyses the factors which influence its formation,then study its transition way from preconceptions to scientific conceptions on the premise of the relative theories of cognitive psychology ,and finally have some assistance to our science education .There are four parts in this thesis:Part one is an introduction ,which mainly introduce the background and meaning of this research,and analyse the documents on the same topic,then fix on the research field of this thesis.Part two analyse the concept definition and feature of preconceptions.this part mainly deals with what is preconceptions and concludes six features of preconceptions,they are university,stability,otherness,commonness,hideness and expansibility.Part three analyse preconceptions'formation,mainly from the experience of daily life,the understanding of the word,the characteristic of cognition,the teacher and teaching materials.Part four analyse the countermeasure for the transition of preconceptions to scientific conceptions, seek the scientific foundation of the transition from preconceptions to scientific conceptions,discuss any possible teaching strategies on the basis of theory of transference,constructivism and conceptual change learning theory when preconceptions transits to scientific conceptions.