A Study On Children 's Scientific Cognitive Activities And Their Conceptual Construction

With the development of society and the advancement of technology, the knowledge economy which is based on high technology is rapidly developing,international competition becoming increasingly fierce. Science and Technology’s innovation relies on talents and training of talents relies on education. The country’s comprehensive national strength and international competitiveness increasingly depends on the development of education. Science education is the main way to cultivate national science literacy. Focusing on science education will help enhance the competitiveness of our nationals and improve the quality of national life. And the children’s stage of the science curriculum plays a vital role to guide and cultivate national scientific literacy. Therefore, pay attention to children’s science education has important practical significance.This paper sets children’s science education as a research topic. The research perspective focuses on children’s scientific cognitive activity and children’s science concepts construction. Children’s scientific cognitive activity is cognitive activities when children are learning science. To understanding the characteristics of children activities, help to launch better science education in the future. And children’s science concepts construction is a process for children to integrate scientific concepts to their own knowledge system. By studying the factors that influence the construction of scientific concepts, make a suggestion to promote children’s science construction.On the basis of literature research, this paper chooses a class of grade three in primary school as a research object to carry out teaching experiments of children science. In this teaching process, through observing and researching children’s scientific cognitive activity, I found characteristics of it, such as pre-scientific concept as a starting point and figurative and vivid scientific manner with more conducive. And propose some corresponding teaching suggestions. At the same time, through questionnaire investigation before class and after class and interview survey of individual students, parents, I found that children’s pre-scientific concept and classroom teaching is the two reasons causing differences in the results of children’s scientific concept construction. And the mainly factors affecting children’s construction of scientific concepts are family, television and network media, pre scientific concepts,teaching and children’s own factors. Then I make recommendations to promotechildren’s construction of scientific concepts.Through researching the characteristics of children’s scientific cognitive activity and the factors of children’s scientific concepts construction, I make recommendations to promote children‘s science education. Contribute my meager strength to the development of children’s science education.