The Experimental Study Of Junior High School Students' Physical Development Of The Concept

One of the important resources that bring about the difficulty of physics learning comes from the process of students?concept development. The cognitive process of students?physics concept development is affected by various factors. Full understanding of these factors which affect students? physics concept development and affected by these various factors, what difference occur during the course of students?concept development can help to provide a new view of the physics instruction reform, and extend our understanding of physics curriculum development. This research (2x3 experimental design), employing the Microgenetic Method, examines how the instruction method (inquiry-based instruction & the traditional instruction-which defined teacher as instructor and student as acceptor) and students?previous knowledge of mathematics and physics (high- marked group, middle-marked group, and low-marked group) affect the process of their physics concept development. The research results turn out to be: (1) Compared with 搕he traditional instruction? the inquiry-based instruction can help to enhance the understanding of the concepts related to eleetrocircuit and density concept , and have students?concept development level remarkably improved earlier so that during the period after this feature occurs, the students? concept development level is significantly higher than that of the students receiving traditional instruction; however, after enough period of time, there is no significant difference of the concept development level of the students who have received the two different instructions. (2) The time of the occurrence of significant improvement of concept development level of students with solid knowledge of mathematics and physics Iv is earlier than that of the students with average and poor knowledge of mathematics and physics. During the period after this feature occurs, the concept development level of the students with solid knowledge of mathematics and physics is significantly higher than that of the students with average and poor knowledge of mathematics and physics. The differences of concept development kvels that the students with different degree of mathematics and physics knowledge finally arrived are affected by the difference of the concept (within the period of the test). As to the concepts that are relative to elcctrocircuit, thc concept development level that the students with solid knowledge of mathematics and physics finally arrive is significantly higher than the students with average and poor knowledge of mathematics and physics. As to the concept of density, the concept development level that the students with solid and average knowledge of mathematics and physics finally arrive is significantly higher than the students with poor knowledge of mathematics and physics. (3) The mathematics and physics knowledge of students has no significant effect on the results of the inquiry-based instruction method, that is to say, the inquiry-based instruction method is suitable to the students with different degree of mathematics and physics knowledge. (4) There exists great individual difference during the course of the development of the concepts related to electrocircuit of the Grade three students in Junior high school and the concept of density of the Grade two students in Junior high school. These differences are embodied mainly when the mutation happens (mutation period or accelera...