A Study Of UbD Instructional Design Pointing To Enhance Students’ Scientific Thinking Skills In Physics

As the foundation of a nation,education cannot be sacrificed for a country’s strength.Because physics education plays a crucial role in China’s development nowadays,the nation is continuously progressing in this area.At the end of 2017,the Ministry of Education of the People’s Republic of China promulgated a new version of general high school physics curriculum standards.This new set of standards defines the basic concept of developing students’ core literacy in four aspects: physical concepts,scientific thinking,scientific inquiry,and scientific attitudes and responsibilities.Among them,scientific thinking,as the essence of core literacy,is the top priority for students’ development.In this thesis,we aim to enhance scientific thinking skills,guide teaching practice through the Ub D(Understanding by Design)instructional design model,and test the extent of the improvement on students’ scientific thinking skills with such practice.Through previously conducted questionnaires and interviews formulated with the concept of instructional design,scientific thinking,and Ub D among teachers,the author found that today’s instructional design no longer meets teachers’ needs and possess certain problems with improving students’ scientific thinking skills.Therefore,the author develops research in Ub D that aims to improve this situation.In the process of classifying the literature,the author first studied relevant literature about scientific thinking and Ub D,both at home and abroad,understood the current research status fully,and clarified the research purpose and research significance.They took Ub D theory,constructivist learning theory,multiple intelligence theory and goal classification theory as the guiding ideology of this thesis,and used literature research method,interview method,questionnaire method and practical method as the research of this thesis.Secondly,they discussed the intrinsic connection between scientific thinking and Ub D to summarize a framework of Ub D instructional design.Then,they redefined the teaching process based on the underlaying logic of knowledge and finalized the design process using the Ub D model.Finally,they used the design guiding teaching practice to enhance students’ scientific thinking skills.The unit chosen for conducting this thesis is Chapter 12,’ The Law of Conservation of Energy’’,in the Human Education Version of high school physics textbook.In order to test the improvement of Ub D on students’ scientific thinking ability,the author chose to conduct teaching in two classes,one as an experimental class and the other as a control class.Teaching practice was carried out all around the unit.With evaluation on classroom response of the experimental class,the development of students’ thinking skills was examined.After that,the ultimate level of students’ scientific thinking ability was evaluated by comparing scores across four dimensions of scientific thinking on the final unit test.Lastly,a conclusion of this thesis is presented,pointing out the shortcomings and potential developments in the hope of serving as a reference for future physics teaching.