Study On Physics Problem Representation Of High-school Students

Problem representation is the whole cognitive status which the problem solvers represent the certain apprehension of the problem in their brains and transfer the problem task field into the problem space. On the direction of information-processing theory of the cognitive science and by employing cognitive production analysis and protocol analysis method,the author studys the information of the physics problem representation of the grade 1 and grade 3 senior students and approach their differences. Also the author approaches the difference of the problem representation between corrosponded level classes while they solve the same physics problem with the various presentation modes without changing its essence. The results of the study show that:1,The significant difference of the problem representation exists between the grade 1 and grade 3. The grade 3 own the stabilized cognitive structures and are less affected on the problem representation and the strategies of representation by the presentation mode while the grade 1 are affected more and have poor ability to exclude the redundant information. 2,By the compositive qualitive and quantitative analysis of the faults of cognitive production,the conclusion is drawn as that the representation faults mainly concentrate in the naive representation and physical representation stages. 3,The analysis of the materials of the protocol analysis shows the advantages of the grade 3 on problem representation.