| What is widely known is that biological concepts are the basis of biology learning.However,in the process of teaching,the phenomenon of misconception is commonly seen among teachers and students.Therefore,the theme of this paper is “diagnosis and transformation of misconception”.And combined with the practice of front-line teaching,the research case is determined as “ecosystem and its stability”.In “misconception diagnosis”,the method of the four-stage diagnostic test was adopted,which mainly consists of four steps.First,define the biological concept of“Ecosystem and its stability” according to high school biology curriculum standards,the requirements mentioned about the concept of life in the teaching objectives of teachers’ teaching book,the focus of each section in the textbook and the bold characters in the text and draw a diagram to show how to set questions.Second,divide the concept into several levels according to thier importance and draw a concept map.Third,design a semi-open questionnaire based on the diagram and the map mentioned above and collect the results.Lastly,prepare four-stage diagnostic test questions and test thier reliability and validity.Distribute and collect the questionnairs of four-stage diagnostic test,after which,according to the evaluation criteria,analyze the misconceptions students have and the reasons of their formation in the topic “Ecosystem and its stability”.The reasons are as follows:first,students are not clear when the concepts are valid and properly used;second,they are confused about the logic between related concepts;third,the literal expression may lead to the misunderstanding of the essence of the concepts;fourth,students cannot distinguish the general concepts and the particular ones;fifth,students’ learning cannot be linked to practical life;lastly,interdisciplinary problems need to be solved urgently.After misconception diagnosis,it was found that the six reasons for its formation were distributed in different misconceptions.Meanwhile,the reason why the five misconceptions that is related to “energy flow in the ecological system” were formed was that students were confused about the logic between related concepts.Therefore,after a comparative analysis of the concept transformation strategy,the concept map strategy is used to transform the understanding of the concept.In the “conceptual change”,the empirical research method of controlled experiments is adopted.The two classes I teach that are of the same number and level are chosen as the research objects,among which Class 01,the control class,uses the conventional teaching method while Class 02,the experimental class,adopted the concept map strategy.Students in the two classes are tested before and after the experiment using the “Energy Flow of Ecosystem” test papers.After analyzing the pre-test and post-test scores,it was found that both the post-test scores and the pre-test scores of Class 02 and Class 01 are significantly different,and that compared with Class01,Class 02 has made much greater progress.Therefore,it is concluded that the concept map strategy is effective and valid in the conceptual change process to deal with the misconceptions that are formed due to students’ confusion about the logic between related concepts.Through the study of “diagnosis” and “transformation” on misconceptions,this paper first lists the misconceptions students have and the six reasons of their formation in the topic “Ecosystem and its stability”.Then,an emperical study that uses concept map strategy to solve the problem of confusion about the logic between related concepts is carried out,and that it is concluded that the concept map strategy is effective in the conceptual transformation of the misconceptions formed by this reason.This process provides a reference for the study of “diagnosis” and “transformation” of misconceptions in biology. |
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