Evaluating High School Students' Ability To Understand The Slope Of Kinematic Images Based On Knowledge Integration Theor

The GCSE 2022 revision clearly states that students should form a scientific concept of physics,correctly understand the nature of science,have a sense of scientific inquiry,etc.after learning the high school physics curriculum.The laws of physics can be expressed in various forms,and function images are one of the important ones.Students can grasp the laws of physics only by correctly interpreting the information in physics images.In this paper,we assess students’ ability to read and understand images based on the concept of knowledge integration and the actual situation of Chinese students.The study focuses on students’ understanding of slope by using the "intersection point" in kinematic images as an entry point.The study is divided into three parts: first,a framework for assessing high school students’ understanding of the slope of kinematic images based on knowledge integration theory.Secondly,a second-order test was designed based on the conceptual framework.The third conducts a practical study based on the conceptual framework and the second-order test paper.The kinematic image framework based on knowledge integration has three main layers,the uppermost core concept part is the kinematic image slope,which is represented by mathematical symbols as v=dx/dt and a=dv/dt;the middle layer represents the intermediate reasoning process,mainly the physical quantities referred to by the horizontal and vertical coordinates,the meaning of the intersection of the kinematic image and the coordinate axis(the content of the intercept),the quadrant where multiple kinematic image intersections are located,etc;The bottom layer of the conceptual framework represents the contextual features and variables,such as velocity v,acceleration a,time t,etc.After practical research,we found that: students’ comprehension of kinematic images gradually strengthens with grade level;male students have better comprehension of kinematic image slopes than female students;novice level students still rely on memory strategies when understanding image slopes and can only complete classical problem situation test questions;transition level students begin to integrate fragmented knowledge in their cognitive structure,but cannot fully solve non-classical Students at the transition level began to integrate the fragmented knowledge in their cognitive structure,but could not fully solve non-classical problem situations;students at the expert level had a highly integrated knowledge structure and were able to complete different problem situations well,but the percentage of students at this level was small.Based on the results of this paper,we suggest the following: teaching should be centered on core concepts;teaching needs to emphasize the connection between core concepts and related concepts;attention should be paid to comparing the similarities and differences of concepts when teaching across disciplines;and teachers should be provided with appropriate tools to improve their abilities..