Study on Framework and Construction of Child's Electric-magnetic Conception

科学理论和模型与学生个人的理论和模型经常发生尖锐的冲突。学生的个人理论和模型可能包含许多关于世界运行方式的误解。即使学生面对着在老师看来是矛盾的东西，他们也不一定能认出来。此外，我们还会看到，同一个孩子可能对某一特定类型的现象有不同的概念，有时在从科学家的角度来看是等同的情况下，他们会用不同的论点得出相反的预测，甚至会对同一现象从一种解释转向另一种解释。领导是获取新知识的过程，是一个主动而复杂的过程。这个过程是关键认知过程（如感知、想象、组织和细化）积极互动的结果。这些过程促进了概念关系的构建。电学是一门很难的学科。许多学生会坦率地承认他们从来没有理解过它。在学习电现象时，学生被要求用诸如电流、电压和能量等抽象概念进行推理。他们在区分这一学科领域的概念方面遇到了很大的困难。学生的头脑不是白纸，不能中立地接受教育；相反，学生们用先前获得的概念来处理科学课上呈现的经验，这些概念在许多方面影响了从新经验中学到的东西。这些包括对事件的观察，对这些观察提供的解释，以及学生用来获取新信息的策略，包括阅读形式文本和实验。我们的研究揭示了一些学生的模式，一旦形成。倾向于抵制通过教学改变，然而，教师消除误解，促进观念的改变。

Scientific theories and models and students' personal theories and models often conflict sharply with one another. The students' personal theories and models may incorporate many misconceptions about the way the world works.Even if students are confronted with what appear to be contradictions to the teacher, they will not necessarily recognize them. In addition, we will see that the same child may have different conceptions of a particular type of phenomenon, sometimes using different arguments leading to opposite predictions in situations which are equivalent from a scientist's point of view, and even switching from one sort of explanation to another for the same phenomenon.Leading, the process of acquiring new knowledge, is active and complex. This process is the result of an active interaction of key cognitive processes, such as perception, imagery, organization, and elaboration. These processes facilitate the construction of conceptual relations.Electricity is a difficult subject. Many students will freely admit that they never understood it.In their study of electrical phenomena students are asked to reason in terms of abstract notions such as current, voltage and energy. They experience great difficulty in differentiating between the concepts in this subject area.Students' minds are not blank slates able to receive instruction in a neutral way ; on the contrary, students approach experiences presented in science classes with previously acquired notions and these influence what is learnt from new experiences in a number of ways. These include the observations made of events, the interpretations offered for such observations and the strategies students use to acquire new information, including reading form texts and exprimentation.Our research has revealed that some of the students models, once formed.tend to be resistant to change through instruction, however, teachers counteract misconceptions and facilitate conceptual change.