A Practical Study On The Concept Of Changing Cartoon 's Maze

In traditional science classrooms, teachers often pay too much attention on teaching new things while students are passive to receive, which is against the requirement of the New Curriculum that emphasizes the exploratory of teaching activities and student’s subjectivity. Constructivism believes that before teaching, students have formed their own concept about the world through their everyday experience and other channels of information.Some of these concepts are consistent with scientific concepts, but there still exist some being contrary to scientific concepts, which we call misconceptions [1]. Such conceptions will hinder students’improvement, such as their scientific literacy, cognition, etc.. Therefore changing students’ misconceptions has become an important issue according to the New Curriculum. Concept cartoons are a kind of super-cartoon which derive from common cartoon. Such cartoons can stimulate thinking, discussion and exploration, and finally improve learners’scientific literacy.This thesis aims to explore how to promote purples’concept-change in science classrooms, focusing on the strategy of combining the interestingness and scientificity of concept cartoons. According to the primary purpose of the study, the author:1) collect and list pupils’ misconceptions through interviews, concept maps, assignments, etc. to provide raw materials for making concept cartoons, which will also take students’ current situation into account.2) based on the list of the misconceptions, and the principle and methods of making concept cartoons, combining the teachers experience, choose teaching materials from textbooks of grade three, four, five and six.3) referring to three elements of effective instruction which includes exploration, constructivism and formative evaluation, construct the procedure of applying such strategies, which is a trial of practicing concept cartoons in science classrooms.4) select six teaching materials, and choose to use in the classrooms according to their teaching progress.The result shows the strategy of applying concept cartoons is effective in science instruction which is useful for pupils’ learning misconceptions.