A Cognitive Study Of Energy And Momentum Concepts For Novice Teachers

Improving the overall quality of the teaching staffs is a necessary means to develop China's educational cause.In the context of curriculum reform,the novice teachers who are regarded as "unprofessional" have a more rugged road to professional development.As teachers of basic science disciplines,novice teachers of physics often face more severe challenges than teachers of other disciplines.The "Primary Senior High School Physics Curriculum Standard" formally promulgated in 2017 puts emphasis on embodying the essence of physics disciplines and cultivating students' core physical literacy.Among them,the key to understanding the physical concept of physical core literacy is to grasp the "refinement and sublimation of physical concepts and laws in the mind.”Therefore,the teaching of physical concepts plays a vital role in improving the core literacy of physics.In the process of teaching physics concepts,because some physics concepts are too abstract,novice teachers have a vague grasp of the nature of physics concepts,which makes it more difficult to refine and sublime,and then affects the classroom effect.Energy and momentum are the most basic and widely used in the physical concept system.In the data of existing physical concept cognition research,there is a lack of research on novice teachers' cognition of energy and momentum concepts.The fundamental starting point of this research is to analyze the cognition of novice teachers in the concepts of energy and momentum,to help novice teachers solve their existing physical concept cognition problems,and to improve the classroom efficiency of physical concept teaching.In this study,an EMCS(Energy and Momentum Concepts Survey)scale was used to survey 122 novice teachers with a teaching age of 1-2 years who returned to S Normal University for training in July 2019.The Rasch model was used to analyze test data.What is the performance of answering the novice teacher's concept of energy and momentum at the micro level?Afterwards,a half-structured interview with 4 novice teachers was conducted to further answer the above questions.This research is expected to help the novice teachers to improve themselves and improve the efficiency of physics concept teaching by studying the energy and momentum cognition of novice teachers.The main conclusions of this study are:First,the novice teachers' cognitive and macroscopic performance of the concepts of energy and momentum is good.The average score is 21.8 points(out of 25 points),and the average estimated ability value is 2.60,which is much higher than the estimated value of the test questions.The novice teachers' energy and momentum cognition ability is basically distributed normally.Secondly,the performance of novice teachers' energy and momentum at the micro level is basically good.At the level of subject knowledge,the estimated capacity of the concept of mechanical energy is 2.85,the estimated capacity of the concept of momentum is 2.249,and the estimated comprehensive capacity of the concept of energy and momentum is 2.31,which are higher than the level 3(the highest level)set in this paper Critical value.The EMCS scale involves two types of scientific thinking methods.In the model method,the cognitive performance of "bullet hitting wood blocks" is better,the cognitive performance of the explosion model is poor,the cognitive performance of the simple collision model is good,and the complex collision model of the scenario is susceptible to interference.Novice teachers generally lack the ability to systematically analyze physical situations.Third,the situation of novice teachers' awareness of energy and momentum concepts is related to the concept teaching situation.Teachers with an average level of energy and momentum concepts cannot explain this part of the classroom well.Novice teachers far above the average level can carry out efficient concept teaching.This study takes novice teachers as the research object.In the process of cognition of the concepts of energy and momentum,the difficulty level of the subject is used as the cutoff point of the cognitive level,and the cognitive levels of the novice teachers' concepts of energy and momentum are more appropriately evaluated.At the same time,develop personalized energy and momentum concept cognitive performance report forms for novice teachers,and provide targeted suggestions to help novice teachers find and correct their problems in a timely manner.