Research On Misconception And Conceptual Change Of "Atmospheric Heating Process" In High School Students

Mastering the concept of scientific geography is the key to the formation of senior high school students’ core geographical literacy.The process by which students form scientific concepts is the process by which superstitious concepts are transformed into scientific concepts.Therefore,it is necessary to pay attention to the misconceptions existing in students and the mechanisms for conceptual transformation.However,few studies have been conducted in the field of geographical education in China to diagnose misconceptions and analyze the mechanism of conceptual transformation for a specific concept.In this study,a concept understanding test task was designed to test 150 students from different urban and rural areas.The test results were analyzed to obtain the students’ existing misconception.In addition,based on literature review and selection steps,the myths existing in the "atmospheric heating process" of high school students were finally determined to form a list of myths.Based on the list,this paper develops the third-order diagnostic test of misconception,takes 30 students in grade one of a senior high school in Shanghai as the research objects,conducts tests before and after regular teaching,asks students to reflect on the process of doing the question,combines with interviews,translates students’ discourse into text,analyzes the transformation of students’ concept after teaching,and identifies the mechanism of conceptual change according to the identification basis.To determine the type of conceptual change mechanism of "atmospheric heating process" in high school students.The findings are as follows:(1)Students have many misconceptions on the content of "atmospheric heating process".The list of "Atmospheric heating Process" misconception includes 15 typical misconceptions.(2)Conventional teaching has no significant effect on students’ realization of scientific conceptual change in the "atmospheric heating process".The results of the third-order diagnostic test of misconception show that there are still many misconceptions in the content of "heating process of atmosphere" under the routine teaching.Teachers need to change the teaching strategy according to the number of different myth concepts in the pre-test and post-test.(3)The main types of mechanisms to achieve conceptual change are:acception-creation(J),assimilation(T),correction(X),abrogation-reconstruction(F)and reinforcement(Q).(4)The main mechanism of conceptual change in different content dimensions is different,and the main transformation mechanism does not necessarily promote the transformation of students’ myth concept to scientific concept.Based on the conclusions,the suggestions are as follows:(1)Attach importance to the concept of students’ myths and improve teachers’ research awareness;(2)Transform traditional teaching and use conceptual change teaching models and strategies;(3)Focus on the process of students’ conceptual change to design more effective teaching activities.