Learning Progression Of The Concept Of Conservation Of Physical Energy For High School Students

Focusing on the cultivation of "core literacy" has become the core theme of international science education reform,and the core literacy of physics,as its specific embodiment in physics,is in a key position in the objectives of secondary school physics education.In the new round of physics curriculum reform in China,the concept of physics is one of the elements to be paid attention to in the education sector.The concept of "conservation of energy" makes the status of energy in the field of science self-evident,and the concept of conservation of energy as an important component of high school physics concepts has gradually received attention.In reality,questions arise as to how the concept of conservation of energy is acquired and developed in students’ minds,what are the rules,whether there are different levels,and how these levels progress.The learning progression research paradigm provides ideas to solve the above problems,so this study constructs a learning progression of energy conservation concepts to specifically portray the development of energy conservation concepts among high school students.In order to more comprehensively and realistically portray the progression of energy conservation concepts in physics for high school students,this study uses bibliometric software to provide an overview of studies related to energy conservation concepts in physics,and discusses in depth the connotation and characteristics,historical examination,educational value,and levels of energy conservation concepts in physics,combining unity theory,constructivist learning theory,and philosophical theory of physics to establish the research foundation.On the basis of further combing domestic and international curriculum literature and organizing students’ as well as teachers’ interview data,the constituent elements of the concept of physical energy conservation are extracted,and then a multilayered and multidimensional model of the basic structure of the concept of physical energy conservation is constructed.On this basis,this study constructed a progression hypothesis model of high school students’ conceptions of conservation of energy in physics using the components of the conceptions of conservation of energy in physics as the progression dimensions,the general cognitive developmental patterns,the characteristics of physics subjects,and the conceptions,and the cognitive object,cognitive perspective,degree of integration,and explanatory power as the progression variables.The test instrument was prepared in combination with the Rasch model,and the pretest data were analyzed for reliability and validity using Winsteps software,and the items were analyzed for overall quality,item unidimensionality test,specific fit test for each item,and White chart test,respectively.Preliminary corrections were made to the test instrument and the learning progression model based on the analysis of the data and the combination of student interviews.The revised progression model was then further tested and revised using a large sample of formal tests to finalize the progression model for high school students’ conceptions of conservation of energy in physics,and the progression levels of the subjects were further analyzed by SPSS software.The main conclusions of the study are as follows: the concept of conservation of physical energy is a multi-layered,multi-dimensional and multi-state complex existence;the progression model of the concept of conservation of physical energy of high school students can be divided into five levels;the progression level of the concept of conservation of physical energy of high school students is fair overall but unevenly developed.Finally,according to the findings of the study,we provide some suggestions for reference: to grasp the development of the concept of conservation of energy in physics scientifically,focus on the"progression" and base on the "step";to explore students’ real "concept The students’ real"concepts" can be effectively constructed;the history of "conservation of energy" can be incorporated to deepen students’ understanding of conservation of energy in physics;the"restricted concepts" can be made explicit to strengthen the correlation between sub-concepts;the internalization and integration of students can be strengthened to reduce students’ "retreat".To reduce the phenomenon of students’ "regression";to make explicit the conservation of energy in the process of "quantitative change" and to help students "leapfrog" the concept of conservation of energy in physics.