Research And Design On Popular Science In High School Physics Classroom Teachin

Improving the scientific literacy of young people has been operationalized as an essential aspect of teaching various subjects.Introducing popular science education into high school physics classrooms is an effective approach to enhancing students’ core physics literacy,promoting their interest in learning,and improving teachers’ professional development.Nevertheless,the vast knowledge system of popular science,together with the theoretical and practical integration of popular science and teaching,requires further refinement.To address this,guided by the core literacy of the subject and based on the current situation investigation and practical feedback,this study analyzes the existing difficulties of popular science infiltration.It summarizes teaching principles,strategies,and cases of popular science incorporation within high school physics classroom teaching,and gathers popular science content from various chapters of this subject.This research consists of four main parts:(1)Reviewing relevant literature to gain a comprehensive understanding of the combination of science popularization and teaching both nationally and internationally.(2)Conducting a questionnaire survey to understand the current situation and needs of physics teaching from four dimensions: popular science cognition,classroom teaching,attitudes towards popular science infiltration in teaching,and popular science content and form tendencies.The survey revealed that while teachers and students have generally positive attitudes towards the infiltration of popular science into classroom teaching,there are still several issues that need to be addressed.These include the limited scope of popular science knowledge covered in existing textbooks,inadequate attention given to scientific ideas and methods,lack of close connection with core literacy,and certain limitations in the strategies used for incorporating popular science into teaching.(3)This study aims to define the concept of "popular science",clarify the relationship between popular science education and science education,and highlight the importance of incorporating popular science into physics teaching in terms of educational objectives and curriculum concepts.A survey was conducted from four dimensions: scientific knowledge,classroom teaching,attitude towards popular science incorporation,and preferred content and form of popular science to understand the current situation and demand for popular science in high school physics teaching.The survey found that both teachers and students have a positive attitude towards incorporating popular science in classroom teaching.However,there are limitations such as inadequate popular science content in existing textbooks,lower attention paid to scientific thinking and methods,and limitations due to classroom time constraints.(4)To break through the limitations of popular science incorporation in high school physics classroom teaching,this study proposes five principles of popular science infiltration,and two aspects of content and strategy.In terms of content,the study suggests to comb the popular science column content of each version of high school physics textbooks and collect popular science classroom teaching resources with textbook teaching logic and national popular science education brand.Meanwhile,in terms of strategy,five infiltration strategies and teaching fragments are designed,including problem situation,supplementary expansion,subject research,exercise background,and student subject.Moreover,the study develops and practices teaching cases of popular science infiltration,inviting frontline teachers to evaluate and reflect on the cases.This process aims to provide effective reference for educators to integrate popular science into classroom teaching,improve the effectiveness of popular science incorporation in physics classroom teaching,stimulate students’ interest in physics,and promote core literacy of.