Investigation And Transformation Of The Myth Concept Of "photosynthesis And Cellular Respiration" In High School Biology

The concept of biology is the framework of biology teaching,the understanding and explanation of biological phenomena and rules in long-term teaching practice,and the basis of students’ life concept.Constructivism holds that prior concepts already exist in students’ minds before they learn new knowledge.Some of these concepts are a set of theories constructed by students based on their own life experience and subjective inference.Such concepts that are not consistent with scientific concepts constructed by students themselves are misconceptions.Research shows that the misconceptions in students mind will be various influence on learning effect,therefore,to understand the misconceptions in students’ mind,correct diagnosis of the cause of the misconceptions,and explore the concept of effective change strategies used in teaching practice,to promote students to understand the deep meaning of the concept is of great significance.This study integrated use of literature,questionnaire method,interview method and experimental method,using the second order of homemade diagnostic questionnaire as a diagnostic tool,in high school biology(Jiang Su edition)required a fourth chapter "photosynthesis and cellular respiration" as the research scope,supplemented by interviews between teachers and students,to probe the high grade students in the learning of this chapter content before has the misconceptions,sorting through to its,and tries to analyze the causes of the formation of misconceptions.According to the data,there are common misconceptions among students about the content of this chapter.The causes are complex and the sources are numerous,which can be roughly divided into the influence of life experience,negative transfer of knowledge and cognitive level factors.Through literature research,the author chose "5E" learning ring mode as the teaching strategy of concept transformation,and took "the process of photosynthesis" as the experimental content for experimental research.The pre-test results showed that the average score of the control class was 5.60,the average score of the experimental class was 5.74,and the Sig value of the T test was0.342,greater than 0.05,indicating that there was no significant difference in the degree of mastery of the experimental content before the new class began.After teaching,the average score of the control class was 8.16,and that of the experimental class was 8.74.The average score was significantly higher than that of the pre-test,but the score of the experimental class was significantly higher than that of the control class.The Sig value of the t-test in the post-test was 0.001,less than the significance level of 0.05,indicating that there was a significant difference between the groups.The statistical results show that the "5E" learning ring concept change strategy adopted in this study is better than the conventional teaching strategy in improving students’ performance,and is effective in promoting students’ concept change and forming scientific concepts.Through this study,the following conclusions can be drawn: 1.Students have more biological misconceptions,but teachers pay less attention to them;2.The second-order diagnostic questionnaire is effective in exploring the misconceptions;3.The teaching based on the concept transformation strategy of “5E” is more effective for changing the misconceptions.Based on the above conclusions,the author believes that front-line teachers should correctly understand misconceptions,master scientific and effective exploration means,and adopt appropriate and feasible teaching strategies to help students change misconceptions and better learn scientific concepts.