Research On Learning Progression Of The "Buoyancy" Theme In The Compulsory Education Stage

In the modern society with science and technology as the primary productive force,science education has begun to have a status that cannot be ignored in social activities.However,experts in science education proposed that many students are not interested in science and believe that scientific knowledge has nothing to do with their own lives.They believe that the main reason for this situation is that the content of the science curriculum is too complicated,and the scientific knowledge that students learn is only a fragmented fact and a fragmented concept,did not get a complete knowledge system.In order to solve these problems,they believe that students should be provided with less and deeper learning content in the basic education stage,and carefully select the course content in the vast scientific knowledge,in order to change students' belief that science has nothing to do with their own lives,just a false view made up of scattered theoretical fragments.In the field of science education,an important concept emerged in this context-learning progression.“Learning Progression” was first proposed the study of learning progression has continued from theoretical research to teaching practice,and the concept of learning progression has gradually shown its superiority and importance in science education.“Buoyancy” is an important scientific concept in the science curriculum,and it is closely related to real life.However,when students are learning this part of the knowledge,or in the process of teaching the subject,teachers generally feel that this part of the knowledge is difficult to learn and difficult to talk about.This is because the relevant knowledge of "buoyancy" has more abstract content and knowledge,the point is more comprehensive and the scientific methods involved are more complicated.Therefore,this study takes "buoyancy" as the theme,and the research includes the following three points:1.Based on the existing research results,combined with China's primary school science education standards,middle school physics curriculum standards,etc.,through the analysis of the contents of primary school science textbooks,junior high school physics textbooks,and the construction of compulsory education with the theme of "buoyancy" progression framework.Students learn buoyancy from the phenomenon of understanding thefloating and sinking of objects.Therefore,the author divides the five advanced levels into two advanced dimensions,namely,"floating and sinking" and "buoyancy",and respectively from the "student already knows" and The "student needs to know" two angles to describe horizontally.2.Based on the advanced framework of “buoyancy” learning progression,the test questions of the buoyancy theme in the compulsory education stage were developed.The primary school test questions included 21 projects,and the middle school test questions included 17 projects.The Rasch model analysis software Winsteps using project response theory(IRT theory)analyzes the reliability,validity,difficulty and project fit of the test questions.The research results show that the reliability coefficient of the primary school test questions is 0.91,and the reliability coefficient of the middle school test questions is 0.91,which are very ideal.In the difficulty of the project,the difficulty value of the primary school test questions is-1.15~1.46,the difficulty value range of the middle school test questions is-1.63~1.41,and the difficulty value is evenly distributed.In terms of project fitting degree,the Infit and Outfit MNSQ values of each item of the middle school test questions are in the range of 0.7~1.3,indicating that the fit of the project and the model are within the acceptable range;in the primary school test item,the Outfit MNSQ value of 3/4/8 are 1.42、1.31 and0.67,and the fit to the model is not very high,the rest The MNSQ values of the project are all within reasonable limits.3.According to the research results of step 2,the project with low fitting degree in the test questions is modified and even partially deleted;and according to the students' actual advanced level under the theme of “buoyancy”,The buoyancy learning advanced framework are further improved according to the compulsory education stage.Of course,must be carried out under the premise of conforming to the logic of physics.The author hopes that through the above research,on the one hand,it can provide theoretical guidance for the teaching of buoyancy units in primary and secondary schools.On the other hand,it can provide scientific and effective evaluation tools for teachers to evaluate the academic achievements of students' buoyancy.