| Summary: | 碩士 === 國立花蓮師範學院 === 國小科學教育研究所 === 90 === The purpose of this research was to explore the concepts of inheritance on the 6th grade students in the elementary school. A genetics-comprehension picture-drawing testing and a semi-constructed interview were used to examine students’ alternative concepts in three genetics concepts which included mating of homo-species, inherited characteristics and cannot be inherited the inheritance of acquired characteristics before and after teaching the genetics lesson. A constructivist model developed by Driver and Oldham（1986）were applied in this research. In addition, concept cartoons were used to create students’ concept conflict while the resource web sites help students clarifying their confusion. A group discussion and questioning technique were conducted to help students’ concept change.
The main findings of this research were that students have alternative concepts in three concepts in genetics. The majority of the students used some criteria, for example category, appearance, environment, mating process, movement and were mistaken by mass media in mating of homo-species and used some criteria, for example integrate characteristics of parents, attributed to the different influence from parents, sexual distinction and experiences of life in inherited characteristics and cannot be inherited the inheritance of acquired characteristics. Most students have achieved scientist’s concepts through the constructivist model of conceptual change. Only some students appeared no change in alternative concepts and some students. However, a few students produced misconceptions from constructivist teaching.
According to results of this research, the researcher recommended that teachers take students’ alternative concepts and misconceptions into account in choosing materials. It will help students learn if teachers associate teaching materials with daily life experiences. The application of concept cartoon and web-based teaching methods are also useful in clarifying and reconstructing students’ misconceptions. At last, the researcher proposed the further research direction and recommendations to improve teaching science using constructivist model of conceptual change.
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