中小学生对浮沉现象及其原因理解的案例分析-case analysis of primary and middle school students understanding of floating and sinking phenomenon and its causes.docxVIP

of materials into account and know how to deal with the dialectic relationship between the floating sinking and the weight. They begin to know it is wrong to attribute floating and sinking to their weight or to see whether they are hollow or not. Therefore they can divide objects into four types: big and heavy, big but light, small while heavy and small and light. But they can also not coordinate the relationship between floating sinking and the weight or whether they are hollow or not especially that those objects are big but light or small but heavy. The percentage of all the three grades students does not change much and are all in high level. Students in the third stage can analyze the object’s floating sinking situation from the view of their density. They can dialectically handle the relationship between floating sinking and materials, hollow or solid and the weight. Their classification is always right. Some students in this stage can draw a conclusion of the floating sinking through comparing the number of the buoyant force and gravity of the water whose volume is as the same size as the object’s but some other students get it by comparing the number of the buoyant force and the weight of total water in the container. No student in the second and the third grades can access to this stage. With the increase of age, more and more students can reach this stage, and the percentage also increases fast. Subsequently, the research, based on the Piaget’s children psychology, analyzed the student’s understanding of the floating sinking, and compares the conclusion with the others’ studies. We conclude that the cognitive development of the comprehension on floating sinking ascend gradually and spirally. Students’ comprehension on “mass” varies from grade to grade. Only till students have the density conception can they have the basis to understand the law of the floating and sinking. As far as students’ cognitive ability is concerned, it is not feasible to let