A Study On The Concept Of Biological Science Of Migrant Workers In Junior Middle School And Its Transformation

Students do not know nothing about the science conception before the biology classes. Since babyhood, they have built many mind-maps through their own experience. So they have developed their own conception which is called prescience conception. They affect students’ levels in science. If teachers don’t pay attention to preconception, it will be an obstacle to learn science well. If teachers use the preconception well, it will have a good effect on students’ study, and that is called conception-change teaching.This survey was based on questionnaire measuring. The questionnaire of prescience-conception for middle students written by Mr Ligao feng was used to study the 91 migrating students preconception, who are now Grade 6, the rate of ownership and the gender difference. The result showed: the migrating students in our school commonly have preconception, and the average score of the four experimental classes is 25+, which means a comparatively high level, and the students grasp the best understanding in human body and animals. In our school, the differences between girls and boys were not prominent. The survey also shows the preconception mainly comes from self-judgment and reasoning, which covers 60.4%, and then it comes from TV and videos which covers 12.3%. Information from home only cover 7.1%,which means migrating parents lay low emphasis on children’s learning.During the study of conception-change teaching, the writer loaded a survey about the factors that accelerate the development of preconception in Biology. Taking the conception-change strategy as a core,combine with the constructivism learning theory by the use of inquiry activities, the writer built a mode in conception-change and had a study according to the Cells in body(from<Bio-science>). The result shows that the relationship between teachers and students is regarded as the factor to strengthen preconception in Biology by most students, and the rate comes to 90.17%.Based on both the result and cognitive conflicts in preconception-change strategy the writer did a survey in conception-change teaching. After teaching, the experimental classes’ scores were apparently higher than the common classes. The changing rate was up to26.5%.The writer thought, cognitive conflicts in preconception-change strategy can enhance students’ learning in science conception.