Conceptual Change And Teaching Scaffold Types Research In Scientific Virtual Experiment Teaching ——Taking The Unit Of "Circuit Connection" In Primary School As An Example

Nowadays,science education is developing towards promoting the acquisition of big concepts and in-depth understanding.Misconceptions derived from students' daily life may become obstacles to students' learning of scientific knowledge.How to induce the effective change of misconceptions has become a common concern in this field.Scientific virtual experiment has become a powerful tool for science teaching due to its low cost,super-temporal,strong interaction and other characteristics,and different types of teaching scaffolds have also proved to promote the learning effect of students in the process of conceptual change.In order to promote the effective misconception change and in-depth understanding of the scientific concepts,this study selected the case study of the circuit theme,and designed and implemented a course project.The project is based on the behavioral data of students' learning process to summarize students' common misconceptions,causes and analyze the performance and impact of different teaching scaffold types on students' conceptual change process.The study found that: The connection characteristics of parallel circuits are separated from common sense in life,so it has become the common misconception that students are most likely to generate in the electricity theme;Scientific virtual experiments play a major role in promoting the effective change of students' misconceptions;Due to the individual characteristics of students,the type of misconceptions in the process of concept change,the function and performance of three teaching scaffolds types is different.Based on this,this study proposed strategies for the selection and application of teaching scaffolds in the process of conception change,including: Implementing concept change activities from the perspective of the causes of misconceptions,that is,helping students to establish connections between old and new knowledge and trigger cognitive conflicts;Use scientific virtual experiments to organize teaching to promote the construction of students' scientific concepts;Select or realize the coordination and cooperation of different types of teaching scaffolds according to students' differentiated personality characteristics,knowledge base or misconceptions' types.