Diagnosis And Transformation Of Pre-scientific Concepts In High School Biology

The scientific concept is the foundation of the students' core literacy in biology.Students' learning of scientific concepts is largely influenced by pre-scientific concepts.The so-called pre-scientific concept refers to the knowledge and perception of things or phenomena that students have produced through years of social life and discriminative learning before learning a certain knowledge.Some of the pre-scientific concepts are consistent with scientific concepts and can be used as growth points for new knowledge learning;but more of them are inconsistent or even contradictory to scientific concepts and will become obstacles to new knowledge learning.Therefore,it is the core task of educators to diagnose students 'pre-scientific concepts and help students transform them into scientific concepts.This research selects the pre-scientific concepts and their transformations related to the chapter of "modern biological evolution theory" as the research theme.First,by reading a large amount of literature,combing the domestic and foreign research status and theoretical basis,and defining related concepts;Secondly,developing a two-stage diagnostic questionnaire to investigate students' pre-scientific concepts;Thirdly,interviewing first-line high school biology teachers to get to know them for the understanding and processing methods of pre-scientific concepts;Finally,based on pre-scientific concept diagnosis research and teacher interviews,the concept change teaching design of this chapter is compiled and the concept change teaching practice research is carried out.The research results show that: 1.Students are influenced by many pre-scientific concepts in the process of studying the chapter of "Modern Biological Evolution Theory";2.Most teachers lack understanding of pre-scientific concepts and only use teaching experience to predict students' possible wrong ideas and adopt the methods of emphasizing,giving examples and doing more practice to deal with them in class;3.Appropriate conceptual transformation instructional design can effectively transform students' pre-scientific concepts.