| In order to improve the fragmented content of science education and the lack of convergence,learning progression has become a hot spot in international education research in the past decade or so.Organizing the teaching content around the core concepts has become a major direction in current curriculum reform in various countries.It is true that the core concepts can solve the problem of excessively fragmented teaching content to a certain extent.However,in the actual teaching process,it is not enough to emphasize only the core concepts.On the one hand,the core concepts of disciplines are limited and highly summarized,without specifying the topic of learning;on the other hand,learning in abstract content requires the support of subordinate concepts in order to assist students in understanding and mastering concepts in a gradual and gradual learning process.The academic community refers to these subordinate concepts as important concepts.The subject of “motion and interaction” under the core concept of “force and interaction” has been studied in more depth.Therefore,this study selected the important concepts under the same important learning theme of “electricity and magnetism”.How to sort out important concepts in the learning theme of “electricity and magnetism”? How to construct the “electricity and magnetism” learning progression framework? From the viewpoint of curriculum theory,the essence of the construction of the framework is the arrangement of important conceptual sequences.How to develop measurement tools? How to verify and revise the framework of “electricity and magnetism” learning progression.Focusing on the above issues,this paper has conducted the following five studies:Study 1,theoretical research.Through the literature review of big ideas,core concepts,important concepts and learning progression,we will understand the origins,methods,constituent elements and presentation methods of the learning progression research,and establish the entry point and research method of this research.Study 2,combing important concepts.The combing standards of important concepts refer to the analysis of four aspects,including:(1)Compulsory Education Physics Curriculum Standards,Ordinary High School Physics Curriculum Standards;(2)PEP Teaching Materials and Shanghai Science Edition Teaching Materials;(3)2017 and 2018 The National Unified Examination Outline for Enrollment in Higher Education Institutions;(4)Existing research literature.Finally,the important concepts contained in the subject of “electricity and magnetism” learning were collected and organized into important concept maps of “electricity and magnetism”.Study 3,the preliminary construction of learning progression framework of “electricity and magnetism”.Based on the important concept map of “electricity and magnetism”,Bloom’s classification of teaching objectives and Herbart’s four-stage teaching theory.Taking the “students’ cognitive level” and “the important concept of electromagnetic science” as the advanced variable,the learning progression framework of “electricity and magnetism” is preliminarily constructed.Study 4,development of the measurement tools for “electricity and magnetism” learning progression.Based on the level of students’ performance given in the learning progression framework of “electricity and magnetism” and the setting of “electricity and magnetism” subject learning content in the secondary school curriculum,two corresponding measurement tools were developed,aiming at Grade 9 and Grade 11.The test topics mainly involve three dimensions,including: electrostatic fields,magnetic fields,and the relationship between electricity and magnetism.Select a small sample and record the obtained data into the data analysis software Bond & Fox Steps of the Rasch model,analyze the reliability validity of the measurement tools 1 and 2,including:(1)overall statistical analysis;(2)item-person map;(3)one-dimensional test;(4)project fitting and error analysis.Combine problems with the project,through the interview with the subject,guide students to think out aloud,and adjust the problem items.Study 5,verification and revision of the framework of “electricity and magnetism” learning progression.First,the measurement tool with certain reliability and validity after adjustment is used for large-scale sample measurement.Stratified sampling method is used to select schools in different regions and at different levels as research objects;Then,Bond&FoxSteps software is used again for reliability validity analysis,evaluate the quality of the measurement tool,and perform equalization on the two measurement tools to obtain the combined white map of the measurement tool and the difficulty values for each item;Finally,according to the difficulty of each project to calculate the average difficulty level of the concept group,on the premise of the logic of “electricity and magnetism” knowledge itself,with reference to the obtained difficulty value,to verify and revise the preliminary “electricity and magnetism” learning progression framework.Through the above research,we have obtained the concept map of “electricity and magnetism” learning theme,the cognitive level and specific behaviors of students in the framework of “electricity and magnetism” learning progression.Level 1: Understand and recognize the concepts and laws related to “electricity and magnetism”.Level 2: Understand the related concepts and laws of “electricity and magnetism” from multiple aspects.Level 3: Use the concepts and laws of “electricity and magnetism” to explain the principles of scientific facts.The empirical data analysis results generally reflect the accuracy and rationality of the above-mentioned horizontal division.Through empirical data analysis,the average difficulty values of the conceptual groups in the electrostatic field are obtained:(1)charge:-1.015(2)electric field:-0.315;(3)potential:-0.245;(4)capacitance: 0.665.The average value of each conceptual group in the magnetic field is:(1)Magnetic phenomena:-0.885;(2)Magnetic field: 0.177;(3)Effect of magnetic field on energized wire or moving charge: 0.348.The average difficulty level of each group in the relationship between electricity and magnetism is:(1)the magnetic effect of current:-0.310;(2)electromagnetic induction:-0.180.The above result is a scientific proof of the scientific nature of the “electricity and magnetism” content in current textbooks.Based on the discipline logic and the difficulty values of various important concepts,the learning sequence of the important concepts of the three dimensions in the theme of “electricity and magnetism” is obtained,namely the learning progression.The electrostatic fields are:(1)Charge: I 1.1(frictional electrification),I 1.2(two charges),I 1.3(interaction law between charges),I 1.4(law of conservation of charge),I 1.5(electrostatic induction),I 1.6(electrostatic phenomena),I 1.7(elemental charge),I 1.8(point charge),I 1.9(Coulomb’s law);(2)Electric fields: I 1.10(electrostatic field),I 1.11(electric field strength),I 1.12(electric field lines),I 1.13(uniform electric field);(3)Potentials: I 1.14(work of electrostatic force),I 1.15(potential energy),I 1.16(potential,isopotential surface),I 1.17(potential difference);(4)Capacitance: I 1.18(capacitor,capacitor),I 1.19(capacitance of parallel plate capacitor).The magnetic fields are:(1)Magnetic phenomena: II 1.1(magnetism,magnets),II 1.2(magnetic poles),II 1.3(interaction laws between magnetic poles),II 1.4(magnetization);(2)Magnetic fields: II 1.5(Magnetic field),II 1.6(geomagnetic field),II 1.7(magnetic induction),II 1.8(magnetic induction),II 1.9(even magnetic field),II 1.10(magnetic flux);(3)Magnetic field on energized wire or moving charge Role: II 1.11(left-hand rule(amplitude direction)),II 1.12(amperes force size),II 1.13(left-hand rule(direction of Lorentz force)),II 1.14(the size of Lorentz force).The relationship between electricity and magnetism is:(1)The magnetic effects of currents: III 1.1(Oster test),III 1.2(Amber’s rule(magnetic field around the energized solenoid)),and III 1.3(Ammeter rule(Magnetic field around the straight wire));(2)Electromagnetic induction: III 1.4(condition of induced current generation),III 1.5(Leng’s law),III 1.6(right-hand rule),III 1.7(induction electromotive force,electromagnetic induction law)),III 1.8(self-induction phenomenon),III 1.9(vortex phenomenon).In summary,this study has obtained the important concept map of the topics of “electricity and magnetism”,the important concepts of “electricity and magnetism” and the related content’s difficulty values,and constructed the learning progression and the learning progression framework of “electricity and magnetism”.The study stands on the perspective of curriculum theory,with a view to providing reference value for the revision of the “electricity and magnetism” part of the physics curriculum standards,the compilation of “electricity and magnetism” content in textbooks,and the action research of middle school physics teachers. |
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