| Nowadays, conceptual change had become one of the mainstreams of children's science education in the world. In our country, with the development of the project of 'hands-on', researchers and teachers of science education became to realize that children's original scientific conceptions had influence on their scientific study. So the questions of this study were:1. Whether teaching can promote children's conceptual change, and compare to teaching pointed to indoctrinate, whether teaching pointed to conceptual change was benefit to children's conceptual change of sinking and floating?2. What was the teaching strategy pointed to conceptual change?So, this study used quasi-experimental design, independent variables were two kinds of teaching: teaching pointed to conceptual change and teaching pointed to indoctrinate. Dependent variable is children's conceptual level of sinking and floating. Sample of this study is 77 children (Mean=74.53, Sd=3.88) from one good quality kindergarten of Nanjing Xuanwu section. These children were averagely divided into three groups by their month age, gender and conceptual level of sinking and floating:Group 1: teaching pointed to conceptual changeGroup 2: teaching pointed to indoctrinateGroup 3: no teachingBefore and after teaching, all the children needed to test by interview, and compared the effect of two kinds of teaching through group 1 and group 2 children's conception of sinking and floating.The results were:1. Teaching can promote children's conceptual change.2. Compare to teaching pointed to indoctrinate, there are not enough evidences to show that teaching pointed to conceptual change was not benefit to children's conceptual change of sinking and floating. But through teaching pointed to conceptual change, more children's conceptions of sinking and floating promoted with more types and higher degree. And children's explanations of objects' sinking and floating became richer and correctly.3. Teaching strategy pointed to conceptual change were:(1) Teacher should adequately understand children's original conceptual level.(2) Based on the adequately understand of children's original conceptual level, teacher should design serial teaching activities and environment with question, to help children active with materials and others (including teachers and other children), and find counterexample and conflict affair in the teaching activities, in order to arose children's cognitive confliction.(3) Teacher should lead children rethinking the conflictions between their original understandings of conceptions with counterexample and conflict affair, and then through communicating and arguing with other children, children try to find more reasonable and effective methods to solve counterexample and conflict affair by different points of view. |
