The Research Of Teaching Physics Concepts Based On Learning Progressions

In the teaching of physics concepts, Preconception widely exists in the minds of students and influence learning of new knowledge. Students are able to remember formulas, theorems and other declarative knowledge. However, due to the lack of procedural knowledge of analysis of the problem, students in the analysis of specific physical problems often do not know which of the laws of physics choose to answer. Learning Progressions can describe the development of student’s thinking way about a special concept. Thus, in order to help students to establish a good cognitive structure and solve the learning problem, we can use the learning progressions to guide the teaching. Build a learning progression need to know student’s preconceptions, as well as subject knowledge structure and need to determine the start point, ending point, progress variables and interrelated progress levels of learning progressions. This paper studies the theory of learning progressions, construction methods, as well as implications of physics concept teaching. Building an "Force and Motion" learning progressions and based on this learning progressions to design instructional.This study consists of three parts:Study One:Preconception testing research of "Forces and Motion". Get students’ preconceptions of "Forces and Motion" by the two-stage section test, provide a reference for the construction of learning progression.Study two:Construction and validation studies about the learning progressions of "Force and Motion".Part 1:From the "Power to change the state of motion of objects" perspective, construct the learning progressions of "Force and Motion" by structure-centered design. In this study, to construct the learning progression of "Force and Motion" from four dimensions:when the objects are subjected to force, Objects are not subject to the force (Resultant is zero), objects in motion, the objects is not moving. To show the students’ thinking process about "Force and Motion" may experience, as well as common mistakes in this process may occur.Part Ⅱ:Test students for mastery of the concept of "Force and Motion", Verify that students in learning "Forces and Motion" whether the process described in the Learning Progression, and according to student performance of tests to revised and improved the learning progression.Study Ⅲ:Based on the "Force and Motion" learning progression to research in physics teaching methods. According with the "Newton’s first law" to organize the learning progression of "Forces and Motion", get a new learning progression about "Force is one of reasons to change the state of motion of objects". Use conceptual change teaching strategies to finish the instructional design for preset learning difficulties (preconceptions, fragmented structure of knowledge and lack communication), and to help students solve problems and complete the learning objectives.The main conclusions of this study are:First, before learning mechanics, there are a large number of preconceptions are occupied by students, and scientific concepts and misconceptions coexist. These concepts will impact student learning.Second, the learning progression which use of structure-centered design method to build, can effectively reflect the students’ learning process of "Forces and Motion" may process, as well as errors may occur. Learning progression has practical teaching significance for students to develop scientific concepts and good cognitive structure, and improve its ability to analyze and solve problems.Third, organize the "Forces and Motion" learning progression to according the needs of teaching content, access to basic instructional design framework. the concepts teaching that accord to the characteristics of students’ cognitive development can help students effectively organize related concepts (declarative knowledge), and get the correct way analysis of "force and motion" problem (procedural knowledge), to solving problems like knowledge scattered and the lack of contact.