The Development of Constructivist's Teaching Model for the Conceptual Change of Student's Misconceptions of Scientific Concepts.

自20世纪70年代以来，人们对科学中的儿童思想产生了兴趣。这一领域的工作是基于这样一个概念，即儿童通过他们与现象的个人互动和通过社会经验来构建他们对自然世界的知识。在科学教育中，现在有大量的文献记录了儿童对自然世界的发展以及这些想法是如何在童年时期取得进展的。这一领域的工作已经引起了人们的注意，即当他们上科学课时，学生已经有了可以在学习情境中借鉴的知识图式。学习是小学生头脑中的图式和新的经验之间的相互作用。建构主义认为，学习是学习者对输入做出自己的感知的过程。学习总是涉及到学习者当前对世界的理解和知识输入之间的相互作用。真正的概念性学习发生在学习者自己对知识进行感知的时候。概念理解就是对知识的自己感知。它涉及学习者构建他/她自己的理解。观念的改变包括放弃对一套概念理解的承诺，采用另一套互不相容的概念理解。这种观念转变的过程是科学学习区别于其他类型学习的重要特征。在本研究中，我考察了建构主义科学教育观的一些观点，并探讨了这些观点如何有助于解释关于科学的教学和教师教育的研究。

Scince 1970', there has been a development of interest in children's ideas in scince. This field of work is based on the notion that children construct their knowledge of the natural world through their personal interactions with phenomena and through social experience.In science education, now, there is an extensive literature which documents the ideas children develop about the natural world and the way in which these progress through childhood.Works in this field has drawn attention to the fact that when they come to the science lesson, pupils already have knowledge schemes which can be drawn on in a learning situation. Learning involves an interaction between the schemes in pupils head and new experience provided.In the constructivist's view, learning is recognized as a process in which learners make their own perceptions of input. Learning always involves the interaction between the learner's present understanding of the world and the knowledge input. Genuine conceptual learning occurs when the learners make their own perceptions of such knowledge.A conceptual understanding is making one's own perception of knowledge. It involves the learner in constructing his/her own understanding. A conceptual change involves abandoning one's commitment to one set of conceptual understandings by adopting another irreconcible set. The process of this conceptual change is the important feature distinguishing science learning from other types of learning.In this research, I examined some perspectives of the constructivist's view in science education and explores how these perspectives can help interpreting research on teaching and teacher education about science.