The Research On Physical Problem Representation System Of Domain Knowledge Learning In Physical Discipline

Disciplinary Domain Knowledge refers to all the knowledge students acquired on onespecific area. In detail, it means knowledge plates and cognition process schema thatintegrated from the knowledge commons in correlation, logic, and operation by its disciplinaryand cognitive attributes. The knowledge is divided into doctrinal content knowledge, cognitiveprocess knowledge and problematic condition knowledge. According to the current studies,in knowledge study, domain knowledge can improve the efficiency of the problemrepresentation.This research chose the knowledge of physics as the research object to explorehow Disciplinary domain knowledge study acts on students’ physics question representation.Research one investigate the relationship between the Physical Academic performanceand Disciplinary Domain Knowledge by using Physical Disciplinary Domain KnowledgeQuestionnaire with207grade eight students. The results showed:(1)there is Significantdifference in the overall level of Disciplinary Domain Knowledge among students inhigh,medium and low grades level；(2)In the part of Declarative Knowledge,there is nodifference among three groups of student,but In the part of Procedural Knowledge,students inhigh grade level were better than students in medium and low grades level,students in mediumgrade level were better than students in low grade level;In the Conditional Knowledge,thestudents in high grade level were better than students in medium and low grades level.Research two investigate the difference of Physical problems representation systembetween Disciplinary Domain Knowledge-rich students and Disciplinary DomainKnowledge-poor students by using Oral Report Method with20students.The results showed:(1)In the Text Representation Level,there was no significant difference between DisciplinaryDomain Knowledge-rich students and Disciplinary Domain Knowledge-poor students;(2)Inthe Simple Representation Level and Physical Representation Level,there were significantdifferences in Start-Time and Response Time between Disciplinary Domain Knowledge-richstudents and Disciplinary Domain Knowledge-poor students,the Disciplinary Domain Knowledge-rich students were better than the Disciplinary Domain Knowledge-poor students.Research three was based on the results of the first two research,Instructed by the basicconstruction of Disciplinary Domain Knowledge, the research made the teaching unit of"Electric current and circuit "into modules domains. And by the supplying of necessaryknowledge to the teaching units, Disciplinary Domain Knowledge teaching modules isconstructed,then operate the Teaching-Experiment with237students.The results showed:(1)In the unit exam scores,there was no significant difference between the students in highgrade level in the experimental group and the students in high grade level in the matchedgroup;(2)there was significant differences between the students in medium and low gradeslevel in the experimental group and the students in medium and low grades level in thematched group, the c were better than the matched group.Based on the research three, research four investigate the differences in Correct Rate andResponse Time of solving Physical problem with different gram among students inhigh,medium and low grades of level of the experimental group and the matched group,byusing E-PRIME experimental technique.The results showed:(1) In all the three types ofproblems,the Correct Rate of the students in medium and low grades level of the experimentalgroup were higher than the students in medium and low grades level of the matched group,the Response Time of the students in medium and low grades level of the experimental groupwere shorter than the students in medium and low grades level of the matched group, but inthe type of no-gram problem, the Response Time of the students in high grade level of theexperimental group was shorter than the students in high grade level of the experimental group;(2) there were significant differences in the Correct Rate and the Response Time amongstudents in different grade level;(3) there were significant differences in the Correct Rate andthe Response Time among different type of physical problem.