High School Students' Physical Concept Representation Form Research

As the most basic and important part,physical concepts play an important role in middle school physics learning.Understanding the concept of physics is the most basic requirements for the physics learning in middle school.The representation of physical concepts is based on the understanding and mastering of physical concepts,and it is also an important factor for us to measure the achievement of students' physics concept learning.Kinematics and dynamics run through the whole high school physics system,kinematics play a significant role in high school physics.Many concepts of kinematics in physics in senior high school are abstract,students have a certain degree of difficulty in understanding and grasping these concepts.However,because kinematics is a basic foundation for high school physics,it is necessary to grasp these related concepts of kinematics.Therefore,it is necessary to understand and grasp the concept of kinematics.In this study,I research the characterization of the related concept of Kinematics for high school students,focusing on the core concept of the "description of motion"chapter:mass point,velocity,acceleration,displacement and uniform variable rectilinear motion.According to the conceptual essence theory in cognitive psychology and the dual-coding theory of Paivio,we construct the representation form and category of concepts,and then use questionnaires to study the high school students'description of the related concepts of sports.This study can be divided into two parts.In the first part,according to the results of the questionnaire data analysis,the author investigates the internal representation and the types of the relevant concepts in the description of the movement.The results of the questionnaire are analyzed from two aspects of quantitative research and qualitative research;based on the results of the questionnaire about description of motion,the second part starts from the aspect of quantitative research and mainly focuses on student's academic achievement and gender two aspects to explore the characteristics and differences of the internal representation of the concept of kinematics from senior high school students through data analysis.The research conclusion is:(1)Students can use a variety of representations of concept description.Among them,language representation,symbol representation and physical representation are of highest using frequency;students tend to use the form of representation that is consistent with the textbook or the teacher,they are not good at using the personal characterizations of concepts.(2)There are no significant differences in the number of internal representations of concepts and the types of internal representations of concepts in different genders,both of them can use the linguistic symbol representation and perceptual symbol representation;Students with different academic levels show difference in the form of concept representation.The number of conceptual representation forms given by the key class students is much higher than the parallel classes,and the difference is statistically significant(at the 0.05 significant level);There is no obvious difference in the representation of the internal form of concept,both groups can use the linguistic symbol representation and perceptual symbol representation.