The Assessment On Basic Education Stage Student's Concept Of Buoyancy

Buoyancy is a difficult and important concept in science learning and teaching in primary school and middle school.Check students' preconception of buoyancy,it is beneficial for teachers to improve teaching design and activities,it will contribute students to conceptual change.The main purpose of this study is to investigate students idea of buoyancy by multiple research indicators,and to explore the possible misconceptions of students,the characteristics and causes of students' buoyancy misconception.In this thesis,we first sorts out the research results of buoyancy preconception On this basis,three studies on buoyancy concept evaluation have been carried out.The specific work includes: a study of students from primary school and middle school,this study through a preconception questionnaire of sinking and floating that containing 10 students' preconceptions that are easy to have.We try to understand the development level of students' buoyancy concept in the basic education stage through this study.In study two,students from primary school and middle school were selected as subjects to find the characteristics of students' original models and conceptions.In the study three,students from primary school were studied by "judging which two balls were more prone to sink" in the experiment to understand the characteristics of students in the basic education stage when dealing with buoyancy problems.Finally,on the basis of the previous literature research,and combined with the results of three studies,we try to discuss the characteristics of students' concept development of buoyancy in basic education stage.Through the above study,the following conclusions are drawn:(1)The students in the basic education stage generally have the misconception of buoyancy,even after the students' systematic learning of buoyancy,the misconception still exists.(2)The majority of students in grade six to nine use a variety of models to solve the problem of sinking and floating,which may be influenced by the learning process and the problem situation.If students learn from the learning process,the correct proportion of density and force model and the mixed model will increase,and the accuracy of buoyancy test will also increase.(3)Students responded to counter-intuitive stimuli is lower accurate than responded to intuitive stimuli,and the students' mean reaction time to counter-intuitive is longger than intuitive stimuli.The inhibition of misconception increases the time of information processing.This study considers that teachers should not only improve their professional literacy before and after teaching,but also understand the students' conceptual level through a variety of ways,and take into account the various factors of the misconception.In the course of teaching,teachers should not only carry out the teaching based on preconception,but also guide the students to carry out inquiry model-based scientific education.teachers should not only use flexible and diverse teaching methods in class,and create a meaningful and real problem-based environment.