A Research On Developing And Using Of The Friction Concept Inventory

In physics teaching,physical concepts are the core content of physics curriculum.However,due to the abstract and complexity of concepts,students are prone to construct wrong concepts based on personal experience,which will hinder students’ understanding of scientific concepts.Moreover,misconceptions are characterized by obstinacy and concealment,and students not only have difficulty correcting their erroneous concepts,but also use misconceptions to explain existing concepts.Therefore,teachers must first understand what misconceptions exist in students’ concept learning,in order to teach more effectively.Friction is one of the three common forces in high school physics learning.It is not only the continuation of gravity and elasticity learning,but also the basis of Newton’s laws of motion,momentum and energy.However,because friction is a relatively complex and abstract concept in physics learning,students have many misconceptions about the concept of friction in the learning process,and students’ misconceptions need to be changed in teaching.The internationally developed concept inventory can not only measure students’ misconceptions about a certain concept,but also divide students’ conceptual understanding level.Therefore,it is of practical significance to develop a friction concept inventory that is based on the curriculum standards of our country and can detect students’ misconception and understanding level.First of all,the research reviewed the concept of friction misconception in the existing literature at home and abroad,and found that the exploration of the concept of friction misconception can be summarized into four themes: definition and production conditions,direction,size and effect;and a semi-open was used to collect students’ misconceptions and summarize students’ misconceptions about friction.Secondly,under the guidance of complexity hierarchy theory and scientific concept understanding level,as well as the interpretation of the concept of friction in curriculum standards and textbooks,the conceptual understanding level framework of friction is constructed.Finally,conceptual knowledge is divided into five levels:experience level,mapping level,relation level,system level and integration level.The friction concept inventory is developed based on the concept of misconception and the level of concept understanding,and the concept inventory was applied to test 602 senior students in two key middle schools and one ordinary middle school in Shandong Province and one ordinary middle school in Shanxi Province.The Rasch model was used to analyze and test the collected data.Finally,it was found that the developed friction concept inventory was reasonable.It could not only measure students’ misconceptions,but also detect their conceptual understanding level.The research results showed that there were twenty-two significant misconceptions about friction among students,including two at experience level;four at mapping level;eight at relation level;five at system level;three at integration level.12.96% of the students’ understanding level of friction concept is lower than that of experience level;The proportion of students in experience level is 23.42%;The proportion of students in mapping level is 11.13%;The proportion of students in relation level is 32.89%;The proportion of students in system level is 7.48%;The proportion of students in integration level is 12.13%.Finally,according to the students’ misconceptions and the causes,the corresponding teaching suggestions are put forward.The innovation of this thesis is to build a framework for understanding the concept of friction,divide the level of concept understanding,develop and apply the friction concept inventory,which not only measures the students’ misconception of friction,but also detects the students’ level of concept understanding.