| Conception,as one of the basic skills for students in high school,can to some extent represent how well they have grasped physics.This study conducts a review on students’ experiences in learning process during junior school,which is called preconception.This study aims to investigate two kinds of preconception: right concept and accepted concept.The results indicated that both concepts have an effect on the students’ learning,which is positive and negative.The paper tentatively explores the background,features and the teaching models to apply the right conception and practice to current reform in physics learning.Firstly,the paper reviews the theoretical framework,research background and application in China and abroad,and research methods and direction are clearly coming into mind.A survey was conducted to the students in Class 3 and 4,Grade 1 of a senior high school on the preconception concerning accelerated speed,free fall and Newton first law.A questionnaire based on force measure was administered to students too.It is clear that the students get the preconception from their experiences and why these cause the wrong concept,and a transition of the concept teaching method were conducted to the students in Class 3.Compared Class 3 with Class 4 from FCI,teaching strategy is offered through analysis and reflection in the graphic organizers presented.Results of the study showed that the targeted teaching strategies aiming at the students’ preconception can promote the change of students’ misconceptions.These teaching strategies for students’ pre concept not only help students to understand the knowledge,but also help them improve their ability to apply knowledge to solve problems.So in order to make teaching more effective,teachers should pay attention to the design of teaching strategies for students’ preconception.Factors believed to have contributed to the teacher’s improved strategies: to change the preconception to the right one. |
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