Research On Physics Concept Learning Progression Based On Problem Solving

Physics concept is the foundation of physics learning,What physics teachers concern about is how to help students understand the concept of physics.This research aims at the existing shortcomings of concept teaching and studies how to describe the cognitive development stage of students in the process of concept learning.How to classify the advanced level of problem solving and utilize its support function;Is the concept learning progression based on problem solving feasible and effective in teaching?Based on the theory of learning progression,this paper proposes a hierarchical model of physics concept learning progression,which describes the cognitive development stage of students' concept learning.The hierarchical model of advanced development of problem solving is put forward to divide the advanced level of problem solving.The theoretical framework of concept learning based on problem solving is put forward,and the instructional design model is built on the basis of the framework,and the instructional design is carried out according to the instructional model.The teaching experiment was conducted in C high school of Shanghai city.Two parallel classes of 82 students in the second year of senior high school were selected for a two-week teaching experiment.In the experimental class,the teaching design of"learning progression of electrostatic field based on problem solving" was adopted,while in the control class,the traditional teaching design was adopted.Before and after the teaching,the test paper of electrostatic field concept understanding was issued to analyze the data of test results.The study reached the following conclusions:First,students' cognition is advanced in concept learning,their understanding level is low,and it is difficult to construct core concept system.Second,in general,problem-solving based physics concept learning is more conducive to students' conceptual understanding than traditional teaching.Thirdly,the effectiveness of problem-solving based physical concept learning progression in teaching is embodied in the following aspects:it is helpful for high ability students to integrate concept system;It is helpful for the students with low ability to abstract the essential characteristics from the factual experience.It is helpful for intermediate ability students to establish qualitative relation between concepts.Based on this,three teaching Suggestions are put forward:the concept class should focus on the core concept system and attach importance to the interrelation between concepts;Based on the concept learning level,the application of problem solving framework is emphasized.Physics concept teaching should be based on certain theory.