科学概念理解“取代”与“共存”的教育神经学研究进展-《集美大学学报（教育科学版）》

文章信息/Info

Title:: Research Progress of Educational Neuroscience on "Replacement" and "Coexistence" in Science Concept Comprehension

Author(s):: GAO Shoubao; LI Daixin; ZHANG Wenbo; SONG Yuzhi; （School of Physics and Electronic,Shandong Normal University,Jinan 250358,China)

Keywords:: conceptual change; replacement theory; coexistence theory; inhibitory control; educational neuroscience

摘要:: 概念转变是科学教育领域的核心议题，其核心争议聚焦于前概念与科学概念的关系是“取代”还是“共存”。基于教育神经科学与认知心理学的实证研究，梳理了两种理论的演变脉络与冲突根源。经典概念转变理论认为前概念会被科学概念取代，而近年研究发现，前概念通过抑制机制与科学概念共存于长时记忆中，特定情境下仍会激活并干扰推理。教学实践中，“取代”路径强调认知冲突的激发，而“共存”路径侧重抑制能力培养。教师在教学中，一方面要关注自身的概念转变，另一方面要深入了解学生前概念的个性化特质，并根据实际情况灵活调用，实现有效的概念转变教学，促进科学概念的理解。

Abstract:: Conceptual change is a core issuein science education,with its central controversy focusing on whether the relationship between preconceptions and scientific concepts follows a "replacement" or "coexistence" pattern.Drawing on empirical research from educational neuroscience and cognitive psychology,this paper synthesizes the theoretical evolution and conflict origins between these two perspectives.The classical replacement theory argues that preconceptions are replaced by scientific concepts,while recent studies have revealed that preconceptions coexist with scientific concepts in long-term memory through inhibitory mechanisms and can still be activated to interfere with reasoning in specific contexts.In teaching practice,the "replacement" approach emphasizes the activation of cognitive conflict,whereas the "coexistence" approach focuses on cultivating inhibitory abilities.Teachers should not only pay attention to their own conceptual transformations,but also deeply understand the personalized characteristics of students’ preconceptions.Teaching strategies should be flexibly adjusted according to actual situations to achieve effective conceptual change instruction and promote the understanding of science concepts.