A Study On The Concept Diagnosis Of The "mechanical Wave" Myth In High School Physics Based On The Fourth-order Diagnostic Tes

Mastering scientific physical concepts is helpful to the formation of students’ physical ideas.However,students have some incorrect knowledge in their minds before they enter the classroom.Some of these incorrect knowledge will be corrected in the classroom,and some will be retained.The incorrect knowledge retained will cause students to produce ideas that are not completely consistent with scientific concepts in the process of reconstructing new concepts.In this study,the ideas that students have before and after teaching are inconsistent with scientific concepts are called misconceptions.The misconception will hinder the formation of scientific concepts,and it is an obstacle for students to understand scientific concepts.Therefore,it is very necessary to diagnose students’ misconceptions.There are many diagnostic methods.In this study,the four-tier diagnostic test is selected to diagnose students’ misconceptions about mechanical waves.Based on the analysis of the evaluation criteria of different four-tier diagnostic test,the evaluation criteria are divided into five dimensions: scientific concepts,misconceptions,errors,lack of understanding of concepts and lack of knowledge.After that,the Four-tier Wave Diagnostic Instrument is used to study the misconception diagnosis of mechanical among students from three different schools in J county.Through the analysis of the data obtained,the following conclusions are drawn:(1)the quality of the translated and revised test is tested based on Rasch model.From the overall quality analysis,the test question has good item reliability,degree of separation,measurement error and the fitting degree of the data and the model;from the one-dimensional test,although 3 questions are not in the ideal range,the fitting indexes of these three items are all within the acceptable range;From the point of view of the fitting of the items,the fitting degree of the items in the test paper is within the acceptable range.In addition,the percentage of false negative and false positive in the test paper is less than 10%,indicating that the test paper has good content validity.(2)by analyzing the test results and the accuracy of each order,it is found that it is very important to add reason order and confidence index order to the misconception diagnostic test paper at the same time.(3)based on the comparison of the correct rate of the four-tier diagnostic test,it is found that there is little difference in the misconception among students from different schools;and through the analysis of independent sample T-test,there are significant differences in the level of conceptual understanding on individual topics between different classes and between boys and girls.(4)there are students with misconceptions,errors,lack of understanding of concepts and lack of knowledge on every topic.(5)according to the evaluation criteria of the four-tier diagnostic test,a total of 42 misconceptions were detected,including 5 significant misconceptions and 37 insignificant misconceptions.These five significant misconceptions mainly focus on the two knowledge points: “the factors that affect the wave velocity” “the vibration mode of the particle during wave propagation”.(6)there are some differences among excellent students,middle students and students with learning difficulties in the level of misconception.Finally,some teaching suggestions to change the misconception are put forward.