Study On The Learning Progression Of Energy In High School Physics

In modern science education,in order to resolve the problems that students have become fragmented in the process of learning,and it is difficult to form a system,the science educators have proposed the teaching around core concepts to promote students forming knowledge framework,and complete the learning progression.This research focuses on the learning progression research of the big concept ‘energy’,mainly doing the works as following: to screen the important concepts of energy and to construct of energy learning progression models.In the introduction part of this paper,aiming at the energy learning status of high school students in China,the core concept teaching is proposed to promote students’ learning,that is,to build an progression model of energy theme.And the status of learning progression is explained.Next,it explains the theoretical basis,the development procedures of it,the overview of it and students’ understanding of the concept of ‘energy’ based on the studies of domestic and foreign scholars.According to the China’s new curriculum standards,China’s high school physics textbooks and other related literature,based on the logic of the physics discipline itself,combined with the interviews of first-line teachers and curriculum experts,the core concepts of the energy part finally determined.Including three parts as followed: Energy form and quantitative expression,the relationship between work and energy,and various forms of energy,and energy conservation concepts which includes conservation of mechanical energy.The hypothetical progression model is described according to the knowledge logic.In order to verify the progression model of the hypothesis,the test questionnaires of the first and second grades were compiled.The questionnaires were compiled based on the textbooks,and modified accordingly.The questionnaires were basically guided by the curriculum experts.The test questionnaires basically covered the textbooks and curriculum standards,the required energy contents.The test results are evaluated by Rasch Model,such as reliability and validity,discrimination and one-dimensionality,and the correspondingquestions in the questionnaire are modified according to the measurement results.Using the revised questionnaire to re-test,the research found that the concept of ‘the process of doing work is essentially energy conversion’ will affect the understanding of functional relationships,so the corresponding corrections have been made in the progression model,adding ‘except gravity and elasticity the work of external force will change the mechanical energy of the system’ to expand the functional relationship and help students to establish the concept of energy transformation and conservation.Relevant teaching suggestions are given to the concepts that students are prone to misunderstanding.Starting from practice and verifies whether the teaching design based on progression model can achieve better teaching effect in real teaching.The design and implementation of the representative gravity potential energy and mechanical energy conservation law under the theme have been carried out,and good results have been obtained,which proves the effectiveness of the strategy.Finally,based on Piaget’s theory of continuous development of the theory,a preliminary discussion on the learning of concepts under this topic is carried out in order to provide assistance for frontline teaching.