Research On The Practice Of HPS Education Concept In High School Physics Teaching

The General High School Physics Curriculum Standards(2017 Edition Revised 2020)clearly states that it is important to pay attention to the progress of science and technology as well as the needs of social development,and to develop students’ understanding of the nature of science.A correct understanding of the nature of science is a key factor in measuring scientific literacy,and the HPS educational concept is an educational concept that organically combines the history of science,philosophy of science and sociology of science and applies them to school science education,with the aim of promoting students’ understanding of the nature of science,mastering the scientific method and forming scientific literacy.The current research trend in the international science education community and the reform trend in science education is to use HPS content to promote students’ understanding of the nature of science.Therefore,this thesis applies the HPS educational concept to high school physics teaching in order to enhance students’ knowledge of the nature of science and thus promote the formation of students’ core literacy in physics.In order to investigate the effectiveness of the educational value of the HPS educational concept,this paper applies the HPS educational concept in the teaching of high school physics to conduct a practical study.Based on literature review and data research,teacher interview outline and student questionnaire,the current situation and problems of integrating HPS into high school physics classroom were investigated and analyzed.However,teachers have difficulties in mining and integrating HPS content,using HPS content effectively,and students’ deep understanding of the nature of science is lacking.Based on the above research and survey results,a feasible teaching design process is determined and a physics teaching strategy based on the HPS education concept is constructed: selecting and exploring HPS content to highlight the essence of science;creating realistic physical situations to emphasize problem guidance;designing experimental scientific investigations to form correct concepts;and permeating scientific and philosophical ideas to internalize the essence of science.We also take Newton’s laws of motion as an example to carry out teaching design and practical research.In this paper,two classes of a high school in Mianyang City were used as the research objects,and the preliminary analysis of topics related to learning interest and scientific essence level was conducted through the current situation research,and the results showed that there was no significant difference between the learning interest and scientific essence level of the two classes.Based on Liu Jianzhi’s scholar’s Questionnaire on Secondary School Students’ View of Science Essence,a test questionnaire with four dimensions of learning interest,essence of scientific knowledge,essence of scientific inquiry and essence of scientific career was constructed.In the process of conducting the teaching practice of Newton’s laws of motion,two different teaching modes were used for the two classes,the experimental class used the integrated teaching mode and the dialogue teaching mode integrated with the HPS education concept,and the control class used the regular teaching mode.At the end of the practicum,the students of both classes were tested again.The results data showed that the experimental class scored higher than the control class in the mean of all four dimensional questions,and the experimental class improved significantly in the nature of scientific knowledge and the nature of scientific inquiry after the practice,and there was a significant difference with the control class,but there was no significant difference between the two classes in the nature of scientific career.Therefore,after incorporating the HPS education concept into physics teaching,the experimental class showed significant improvement in the dimensions of interest in learning,nature of scientific knowledge,and nature of scientific inquiry.The study shows that it is feasible to apply the HPS education concept in high school physics teaching,which is conducive to enhancing students’ interest in learning physics,developing their scientific inquiry skills,and deepening their understanding of the nature of science.