Investigation And Research On The Disparate Thoughts Of Elementary School Students In The Electrical Part

Primary school plays an important role in students’ scientific enlightenment,so primary school science education plays a vital role in the all-round development of science education in our country.Among all the factors that affect the teaching of science and electricity in primary schools,alternative conception about the circuit part is indispensable for pupils.Therefore,it is of great significance to study the altermative conceptions of the electrical part of primary school students for their electrical learning.The alternative frameworks about the electrical science of the pupils are selected as the research content for this article.Two sets of diagnostic test questions were compiled and revised,and 938 pupils in grade 3 and grade 4 of S primary school in Q city were investigated by questionnaires.The survey results show that there are obvious differences in the typIcal alternative conceptions of electrical knowledge among pupils before and after learning.The performance before learning mainly includes the following four parts:(1)not knowing the structure of the small bulb;(2)not having the concept of access;(3)the negative electrode of the battery does not have the inflow and outflow of electricity;(4)not knowing that the brightness of the small bulb is related to the connection mode.After learning,the differences are obvious,mainly to the following four parts:(1)do not understand the structure of the small light bulb;(2)consider the positive and negative poles of the battery supply power at the same time;(3)have the idea of the distance of the conductor affects the size of the current;(4)think the power,electricity,current and voltage are mixed together.According to the results of comprehensive test investigation and informal interviews,the causes of pupils’ ideas about circuit heterogeneity are summarized as follows:(1)life factors:(1)the influence of daily life experience;(2)inadequate living language;(2)school factors:(1)teachers neglect students’ original concepts;(2)adopt inappropriate teaching methods;(3)personal factors:(1)rough observation and wrong ideas Such as,the level of students’ thinking development,intuition and imagination,and inappropriate analogy.Based on the above research and the combining with the reality of science teaching in primary schools,five suggestions are put forward to change pupils’ idea of heterogeneity in circuit part:(1)to investigate pupils’ idea of heterogeneity in electrical part in an all-round way,so as to make primary school science classroom activities more efficient;(2)to design open classes and trigger thinking conflicts;(3)to promote students’ thinking;(4)to reorient the role of teachers;(5),Learning from time to time’ promotes the internalization of scientific concepts.