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，科学界对儿童观念的研究开始兴起。这一领域的工作是基于这样的概念，即儿童通过与现象的个人互动和社会经验来构建他们对自然世界的知识。有大量的文献记载了儿童对自然世界的看法以及这些看法在童年时期的发展过程。这一领域的著作引起了人们的注意，当他们接触到科学时，学生已经有了可以在学习环境中利用的知识体系。学习是学生头脑中的图式与新经验之间的互动过程，建构主义认为学习是学习者对输入进行感知的过程。学习总是涉及到学习者对世界的现有理解与知识输入之间的相互作用。真正的概念学习发生在学习者对这些知识做出自己的感知时，概念理解是对知识做出自己的感知。它涉及学习者在构建他/她自己的理解。概念上的改变是指放弃对一套概念性理解的承诺，而采用另一套不可调和的概念性理解。在本研究中，我考察了建构主义者在科学教育中的一些观点，并探讨了这些观点如何有助于解释关于科学的教学研究和教师教育。

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.