Research On Knowledge Integration Evaluation And Teaching Intervention Of High School Students’ Physics Concept

Science education research involves modeling,analyzing,and promoting the development of students’ knowledge structures with the goal of developing a deep understanding of scientific concepts.However,many students are unable to achieve this after traditional teaching.Traditional instruction tends to reinforce content-based training and make it difficult for students to apply their understanding to new situations in the problem-solving process.However,knowledge integration theory holds that teachers should take students’ ideas as the starting point,guide learners to express their ideas clearly,add new ideas,compare old and new ideas,and establish connections between ideas on multiple analytical levels,including visual analysis,so that the teaching of scientific concepts can be effective and lasting.Therefore,this paper takes mechanical wave propagation as an example,builds a conceptual framework of "mechanical wave propagation" from the perspective of knowledge integration on the basis of existing relevant studies,and understands students’ knowledge integration through theoretical modeling and empirical measurement.Its main purpose is to evaluate the integration degree of students’ understanding of mechanical wave propagation concepts,and to design teaching intervention according to the evaluation results,so as to provide reference for the teaching of mechanical wave propagation in high school.Firstly,the literature on knowledge integration is reviewed and the theory of knowledge integration education is introduced in detail.Then,the literature about the conceptual framework is analyzed.Based on the knowledge integration,the existing conceptual framework of mechanical wave propagation is analyzed and modified according to the physical learning situation of high school students,and the knowledge structure of students is presented visually.Then,the students in the second year of high school are selected as the research objects.Through interviews and assessments,the students’ understanding of the concept of wave transmission is divided into three levels:novice,intermediate and expert.Among them,the key difference between expert and novice knowledge structures is that for expert students,the core concepts act as an anchor,firmly linking different knowledge components through meaningful reasoning to form an integrated knowledge structure;Novice students lack the understanding of core concepts,only focus on the surface features of the context,and the knowledge structure is fragmented.Therefore,the paper uses core concepts as the basis for assessment and intervention approaches,using typical and atypical questions to assess students’ conceptual pathways and level of knowledge integration;Designing intervention measures and teaching intervention based on conceptual framework.Through the analysis and comparison of the data of the experimental group and the control group,it is found that the traditional teaching method has the same effect as the new teaching method based on the conceptual framework in the typical problems,but the new teaching method emphasizes the core concept of experts,and this method is more significant in improving the performance of students in the atypical problems.Further analysis shows that teaching design based on conceptual framework and emphasis on expert core concepts in teaching can help students integrate scattered knowledge structure into a coherent and complete structure and have a deeper conceptual understanding of wave propagation.