| Learning progression is a hot research topic in the field of international science education in recent years.This paper studies the theme of "motion and force" in order to develop a learning progression framework for junior and high school students,and describe the cognitive performance and cognitive status of students at different progression levels.The study of learning progression in this paper mainly includes two parts:the construction of learning progression framework and the empirical study of learning progression.Two elements of learning progression(progression dimension and progression variable)are determined through literature analysis.Motion and force is divided into three progression dimensions of "motion","force"and"Newton's law of motion",and the complexity level is selected as the progression variable.On this basis,a progression learning framework of "motion and force" is constructed based on referring to primary science curriculum standards and the primary and middle school physics curriculum standards.After that,the effectiveness of learning progression framework can be examined through empirical research.First of all,developing measurement tools and working out corresponding evaluation criteria.Secondly,the test data of the junior and high school students in Nanjing are measured and the Winsteps software is used to analyze the data to get the quality of the test,which can also be used to examine the validity of the learning progression framework.Finally,according to the statistical results of the empirical data,the learning progression framework is examined and improved,and then the framework can truly describe the students' cognitive performance.At the same time,the cognitive level distribution of the sample students is also obtained.There is no sample student at the first level,fewer sample students at the second level(2.7%)and the fifth level(8%),and most of the students are at third level(56%)and fourth level(33.3%). |
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