Research On The Impact Of Problem-based Learning On The Conceptual Change Of "Moon Phase" In High School

Under the influence of the new curriculum reform and core literacy development,the traditional teaching model like teacher speaking and students listening,can no longer meet the requirement of the new curriculum reform on students’ ability.The new educational ideas and teaching model should gradually be put into practice in middle school classrooms.This study reviews the theories related to misconception and conceptual change,introduces Problem-based Learning in detail,and explores the PBL teaching implementation model suitable for middle school geography conceptual change.Surrounding the geographical concept of "Moon Phase",the researcher develops a Problem-based learning program and implements it in middle school geography class.Finally,this study discusses the influence of Problem-based Learning on the conceptual change of "Moon Phase" in high school students.Specifically,the research adopts experimental research method.A class of 38 students,Grade 1,are considered as the research objects in Shanghai Ordinary middle school.Firstly,based on the research of misconception teaching at home and abroad,the researcher revised the two-stage diagnostic tool of "Moon Phase" misconception,and combines the independently developed mental model mapping test to investigate the students’ understanding of "Moon Phase" in senior high school.After that,the researcher carried out PBL teaching activities of "Moon Phase" concept for 2 periods in the experimental class.After the teaching activity,the students were tested with twostage diagnostic test of misconception,mental model mapping test and transfer test as the post-test data of this study.Finally,the research compared the information about the change of students’ understanding of the concept of "Moon Phase" before and after the teaching,to explore the influence of PBL teaching model on the concept of "Moon Phase" change.According to the data analysis,the following conclusions of this study were drawn:（1）Students have common misconceptions in the teaching process of "Moon Phase" conceptual change.（2）After PBL model teaching,students’ mental model has obvious positive conceptual change,but it is difficult to change directly from a low-level conceptual model to a scientific model through teaching.（3）In the evaluation of the "Moon Phase" conceptual mental model transfer test,it was found that students produced more scientific models in the near transfer test with a high degree of overlap between the setting and the original situation than in the far transfer test.According to the conclusions of the research,it is suggested that in geography teaching,teachers should change their teaching concept,carry out Problem-based Learning,attach importance to meaningful cooperative learning,and apply Problembased Learning model to real problem situations to cultivate students’ ability of scientific demonstration and problem solving.