The Studies On The Kinematic Representation And Conceptual Understanding As Well As The Correlation Of High School Students

Representation is an important element in physics,and common representation methods include physical formulas,physical images,physical scenarios,language and writing.Through the knowledge representation,a rich physical world is constructed,and the concept as the cornerstone is the high condensation of physical phenomena and processes,which is the reflection of the essential properties of physical phenomena and processes by individuals,and has the characteristics of multiple representations.In general,different representations are used equally and contain equivalent information,that is,we do not only use one representation to convey information and support the construction of knowledge.This means that representation should not only be a tool for manipulating knowledge and communicating knowledge,but also a tool for deepening the understanding of physical concepts.In addition,considering that kinematics is the beginning of students’ exposure to high school physics and the basis of learning dynamics,and contains a large number of concepts with multiple representations,we use kinematics as the research content to explore the current situation and correlation between students’ kinematic representations and conceptual understanding.The author determines the source-target representation framework proposed by Janvier as the representation theory of this paper through literature analysis,that is,the information in the source representation is first identified during the representation,and then the information is combined with the cognitive structure,and finally the target representation is output.Based on this theory,this paper compiles the Kinematic Representation Questionnaire,which consists of two-point scale questions and multiple-choice questions,in order to explore the situation of students’ representation recognition(source representation)and characterization test(target representation)respectively,so as to summarize the current status of kinematic representation and information integration of high school students.Referring to the methods and results of combing physical concepts,the core concepts of kinematics in this study were determined,and the "Kinematics Concept Understanding Questionnaire" was compiled on the basis of drawing on mature scales and test questions to explore students’ conceptual understanding.A total of 224 responses were collected and statistically analyzed through online surveys.In addition,based on cognitive learning theory,the correlation between kinematic representation and conceptual understanding is also studied.Through the research,the following main conclusions are obtained:Ⅰ.About Kinematic representation(1)In the kinematic representation questionnaire,the score distribution of student representation recognition and representation conversion showed obvious negative skew,that is,student representation recognition was more confident and performed well in the representation test,but on the whole,the self-evaluation of representation recognition was slightly higher than that of the representation test.(2)From the perspective of representation recognition,students expressed greater confidence in the source representation recognition of physical images and language characters,while the source representation recognition of physical formulas and physical scenarios was not as confident as the previous two;From the perspective of the representation test,students performed best when converting physical images into language and the worst when converting physical formulas into language text,indicating that students were better at explaining physical images in physical language than at explaining physical formulas in physical language.(3)The performance of the male group in the representation recognition and representation test was better than that of the female group,and there were obvious differences;There were also significant differences in the performance of students in representation recognition and representation tests in different schools,with group 1(high school H)and group 2(high school S)outperforming group 3(high school W).Ⅱ.About concept understanding(1)The students’ concept self-assessment score was higher,among which the displacement concept had the highest score,while the A-T chart had the lowest evaluation score,and it was found that the concept self-assessment score was significantly different between the male and female groups and different school groups,specifically the boys’ self-assessment scores were higher than those of girls,and the 1group(H high school)and 2(S high school)were higher than the 3 groups(W high school).(2)The proportion of students with high scores in the concept test is large,that is,most students have established a kinematic conceptual structure;The performance scores under each category of concept questions were from high to low,including physical quantities,mathematical tools,physical quantity relation,physical images,and physical models.The single concept with the most prominent performance is the graph,followed by displacement,speed,vector,etc.,while the performance is not outstanding in the concept question,which shows that it is more difficult for students to establish the knowledge structure of complex concepts.(3)In the concept test,there were significant differences between the boys’ and girls’ groups and different school groups,specifically the boys’ group outperformed the girls’ group,and the 1 group(H high school)> the 2(S high school)> Group 3(W high school).Ⅲ.About the correlation between kinematic representation and conceptual understanding(1)The correlation analysis between the self-assessment of student representation recognition and the representation test showed that the correlation degree between the two was weakly correlated,that is,the self-assessment of student representation recognition could not predict the representation test well.(2)The correlation test between the concept comprehension test and the concept understanding self-assessment of the whole sample showed that there was only a significant weak correlation between the two.(3)There was a significant moderate correlation between the kinematic representation of the whole sample of students and conceptual understanding;The male group showed moderate correlation and the female group showed high correlation.Group 1(H high school)and group 3(W high school)were moderately correlated,and 2 groups(S high school)were weakly correlated.