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

科学的理论和模型与学生的个人理论和模型经常发生尖锐的冲突。学生的个人理论和模式可能包含了许多关于世界运行方式的误解。即使学生面对在老师看来似乎是矛盾的东西，他们也不一定会认识到它们。此外，我们将看到，同一个孩子可能对一种特定类型的现象有不同的概念，有时使用不同的论点导致在科学家观点相同的情况下做出相反的预测，甚至对同一现象从一种解释切换到另一种解释。这一过程是感知、想象、组织和阐述等关键认知过程相互作用的结果。这些过程促进了概念关系的构建。电学是一门困难的学科。许多学生会坦率地承认他们从未理解过它。在研究电气现象时，学生们被要求用电流、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。学生的大脑不是能够以中立的方式接受指导的白板；相反，学生用以前获得的概念来处理在科学课堂上呈现的经验，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，对这些观察的解释，以及学生获取新信息的策略，包括阅读形式文本和实验。我们的研究表明，一些学生模型一旦形成，往往抵制通过教学改变，然而，教师抵消了错误的概念，促进了概念的改变。

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.