Research On Cognitive Development Of Grade 3-12 Students' Scientific Concept Of Matter And Balance

The science concept is the cornerstone of the scientific theory system and the science concept's teaching is an important part of science education. To solve the problems that how to teach children the science concepts and let them understand and master the questions better ,we need a further research in the students'science concept cognitive development. "Matter" and "balance", appearing widely in many studnets'learning scientific fields, are the important basic concepts in nature science. To study the science concepts-----matter and balance, not only has an important realistic meaning for improving reformations and practice in scenice education, but also has an important acdemic value for the studying of the science concepts'cognitive development. In this reaearch, we tried to find out the characteristics of different grade subjects'science concepts----matter and balance's cognitive development by using questionnaires and interview surveys among primary, middle and high school's students who were in Grade 3 to 12.Firstly, based on concept discrimination, create a questionnaire. Edit the questionnaire outlines. Combined with students'survey, design the questionnaire outlines in details and reification and edit the questionnaire preliminarily. Then edit and confirm the interview outlines based on the questionnaire's outlines. As the questionnaire survey's necessary explation and complementarity and for deeper exploration students'understanding of this concept, detail and deepen survey's content. Finally, anlyse the results qualitatively and quantitatively . Discuss and consider the conlusions.By survey and analysis, we got the conlusions below:Firstly, Grade 3 to 11 students'"matter"concept cognitive development:(1) it had the features of obscureness, theoretical tendency, alternative, instability and different levels.(2)it had five main levels that were"confused with objects"stage ;the stage of prime cognition on"matter's objectively exsiting property";"matter is consisted of particles,elements or pures"known stage;(3)it would heighten as grade increased and Grade 5 and 9 were two obviously ascending turning points. (4) it was affected education and the level of thinking.Secondly, the study on"balance"concept showed: Grade 3 to 12 students'"balance"concept cognitive development (1)it had collective features such as science original, theoretical tendency,alternative,instability ,subjectivity and different levels .(2)it showed obvious differences between Grades. The development of concept approximately followed the order that"from quiescence to movement, from the macro to the micro".Among the balance concepts, quiescence balance,level balance,the stable speed linear motion were basically on the same level. Cognitive development went obviously rapidly around Grade 9;"ecology balance"cognition turing point was around Grade 10, while the cognition of the micro side of ecology balance developed later and lower, Solution balance's cognition developed obviously but the overall level was not very high. (3) it had no significant defferences between male and female.(4)it aroused more alternative concepts such as"quantitive equality","stability","immovability","symmetry","stable speed","level".Among the concepts above, concepts of"quantitive equality","symmetry","immovability"and"stable speed"had no significant changes along with the increasing grade. (5) it was affected education and the level of thinking.