This study investigates the roles of spatial visualization (SV) and spatial orientation (SO) in high school students’ conceptual understanding of Newtonian mechanics. 163 Grade 10 students completed the PSVT-R, SOT, and FCI. Results showed that SV was significantly correlated with FCI scores (r = 0.46, p < 0.001), whereas SO was not (Spearman’s ρ = 0.11, p = 0.179). Item-level analyses (Fisher’s exact test, FDR correction) indicated that SV was selectively associated only with items requiring dynamic mental simulation within Newton’s First Law. Nonlinear Resource Causal Analysis within the General Systems Performance Theory framework revealed that SV acts as a limiting resource (statistical boundary condition) for conceptual understanding. Significant gender differences were found in SV but not in SO, and only 1.8

The digital age has significantly transformed information dissemination, positioning modern social media as a key platform for student engagement in educational contexts. Despite its advantages, the diverse, informal, and interdisciplinary nature of modern social media content presents cognitive challenges for students. This study proposes an approach to integrating modern social media as a pedagogical tool by utilizing its contemporary features to develop a comprehensive instructional Strategyfor teaching scientific concepts. The model aims to guide students in critically examining diverse modern social media perspectives through a sociological lens. It facilitates the acquisition of solid scientific concepts, enhancement of critical thinking skills, and accurate interpretation of modern social media narratives via independent inquiry, evaluation of scientific evidence, and perspective reframing. The study employed a quasi-experimental design in four middle school classes, comprising an intervention group (N=44) and a control group (N=52). Results revealed a significant positive effect of the model on students' conceptual understanding and reasoning skills.

Achieving knowledge integration for deep learning requires students to construct well-connected knowledge structures by understanding and applying the central ideas of a concept. However, research on student learning in work and mechanical energy reveals persistent challenges in grasping fundamental concepts, particularly in connecting the work-energy theorem, potential energy, and the principle of conservation of mechanical energy. This study investigates the effectiveness of two instructional interventions based on the conceptual framework of work and mechanical energy: one employing lecture-based instruction and the other incorporating a cooperative learning approach. The findings provide strong evidence that the conceptual framework is an effective tool for guiding instruction to promote knowledge integration. Additionally, the use of cooperative learning instruction was shown to further enhance students' ability to connect concepts and develop deep understanding, offering valuable insights for designing instructional strategies aimed at fostering knowledge integration.

Student learning in simple electric circuits has been an important area in physics education research. This study builds off a previous investigation that applied the conceptual framework model to examine knowledge integration in student learning of simple electric circuits and developed a multiple-choice concept test for assessing knowledge integration in simple electric circuits. In this study, a conceptual-framework-based teaching intervention was developed and implemented in a controlled study with high school students in China to evaluate the effectiveness of the new instruction. Using the instrument developed in the previous study, a pretest, a post-test, and a delayed post-test were conducted with both groups of students. The delayed post-test was included to further evaluate knowledge retention as evidence of knowledge integration. The results suggest that the conceptual-framework-based teaching intervention was effective in promoting knowledge integration compared to the existing instruction.

核心素养的形成需建立在学生科学概念理解的基础上,而迷思概念对科学概念理解产生重大影响,因其具有内隐性、经验性、特异性、顽固性等特征,概念教学存在教师无从下手、学生难以表述,教师避而不谈、学生概念叠加,教师以练代思、学生机械记忆等现实问题,迷思概念成为阻碍核心素养形成的重要因素.基于国内外概念转变理论,借鉴科学解释模型构建思维外显型概念教学模式,通过阐述主张过程外显迷思概念、寻求证据中激化认知冲突、科学推理中解离重构概念、科学解释中重释迷思概念的过程实现概念教学.研究认为,在实践中运用概念认知单、构建小组合作学习、创设友善的课堂氛围等给予学生概念转变的时间与空间,保障概念转变的彻底性与教学的高效性,推动学生物理核心素养的形成.

以学习进阶为理论指导,尝试运用思维闯关教学,促进学生概念学习和科学论证水平的双进阶,并以新授课"牛顿第一定律"教学片段为案例进行阐述.

Work and mechanical energy is a fundamental topic in introductory physics. Studies in existing literature have shown that students have difficulties in understanding work and mechanical energy, particularly the topic of work-energy theorem. To study students’ knowledge integration in learning work and mechanical energy, a conceptual framework model of work and mechanical energy was developed and applied to guide the design of an assessment for measuring students’ level of knowledge integration. Using the assessment, qualitative and quantitative data were collected in two high schools in an eastern Chinese city. The results reveal that the conceptual framework model can effectively represent the students’ knowledge structures at different levels of knowledge integration. In addition, the assessment is shown effective in identifying unique features of knowledge integration, including context dependence and fragmentation of knowledge components, memorization-based problem-solving strategies, and lack of meaningful connections between work and change in kinetic energy. The conceptual framework of work and mechanical energy and assessment results can provide useful information to facilitate instructional designs to promote knowledge integration.

Artificial intelligence (AI) technologies have been consistently influencing the progress of education for an extended period, with its impact becoming more significant especially after the launch of ChatGPT-3.5 at the end of November 2022. In the field of physics education, recent research regarding the performance of ChatGPT-3.5 in solving physics problems discovered that its problem-solving abilities were only at the level of novice students, insufficient to cause outstanding alarm in the field of physics education. However, the release of ChatGPT-4 presented substantial improvements in reasoning and conciseness. How does this translate to performance in solving physics problems, and what kind of impact might it have on education? This study undertakes a comprehensive assessment of ChatGPT-4’s performance in solving physics problems from the perspective of physics conceptual understanding and reasoning, and compares its performance with that of students. It is concluded that ChatGPT-4’s performance in solving physics problems has significantly improved compared to ChatGPT-3.5, and was notably superior to the majority of middle school and high school students. This finding presents both a challenge and an opportunity for physics education and the broader educational field, and triggers immediate considerations for coping with this challenge in future teaching and assessment environments.

根据爱因斯坦广义相对论,当光线经过大质量天体附近时会发生偏转,类似于光线经过光学透镜时发生折射现象,这种天文现象称为引力透镜效应.本文利用一个满足特定函数曲面的光学透镜来模拟引力透镜,并使用3D打印机打印出对应的透镜,模拟了爱因斯坦圆环和光源的成像,同时模拟了利用引力透镜效应搜寻系外行星.利用3D打印的透镜较好地呈现了引力透镜的主要特征,学生可以在实验室中实际模拟出引力透镜现象,可以作为一个有趣的研究性项目供学生探究.

Student learning in simple electric circuits has been extensively studied, which has revealed a large number of persistent misunderstandings. This study applies the conceptual framework model to investigate student difficulties in the knowledge integration perspective. The results are used to guide the design of a concept test that targets the different stages of knowledge integration in student learning of electric circuits. Specifically, two areas of research have been conducted. First, based on content analysis by experts and a review of the literature on students’ conceptual understandings, a conceptual framework for electric circuits is developed. The conceptual framework model is then applied to guide the development of a multiple-choice concept test for assessment of knowledge integration in learning electric circuits. Both qualitative and quantitative data were collected from high school students who had completed the learning of electric circuits. The results confirmed that the conceptual framework model can effectively represent the knowledge structures of students at different levels of knowledge integration. In addition, the assessment outcomes also reveal that the concept test is effective in identifying unique features of knowledge integration, including context dependence and fragmentation of knowledge components, memorization-based problem solving, difficulty in transfer to novel contexts, and lack of meaningful connections between microscopic and macroscopic models of electric current. The assessment outcomes can also provide practical information for instruction to promote knowledge integration in learning electric circuits.

Multi-level teaching has been proven to be more effective than a one-size-fits-all learning approach. This study aimed to develop and implement a multi-level remedial teaching scheme in various high school classes containing students of a wide range of learning levels and to determine its effect of their learning. The deterministic inputs noisy and gate model of cognitive diagnosis theory was used to classify students at multiple levels according to their knowledge and desired learning outcomes. A total of 680 senior high school students from central provinces in China participated in the initial cognitive diagnostic test, and 1,615 high school sophomores from seven high schools in China participated in a formal cognitive diagnosis test. Thirty-six high school students from Southwestern China participated in the think-aloud protocols, and 258 seniors from three high schools in southwest China participated in the remedial teaching experiment. Through an analysis of students' think-aloud protocols, cognitive errors of students at all levels were determined, and multi-level remedial teaching programs were designed to address these common cognitive errors. The remedial teaching programs were then implemented in three schools and compared with a control group. The results indicated that the students in the experimental group showed a more significant improvement. In this study, the steps of designing multi-level remedial teaching include assessment, classification, and preparing a teaching scheme, which are feasible and can have remarkable teaching effects. This process can be used for reference by teachers of various subjects.

在建构主义教学视角下,前概念作为新知识的建构基础,具有举足轻重的作用,受到了国际科学教育界的持续关注.从前概念、测评工具以及概念转变的教学策略3个方面对功和机械能概念的研究进行梳理.研究显示,学生关于功和机械能前概念的理解主要集中在基本定义、大小、正负(方向)和变化量等方面.为了测量功和能量的前概念,研究者开发了能量和动量概念调查表、能量概念清单和能量概念评估表等测评工具;针对学生的前概念,主要有认知冲突型和脚手架型2种建构主义教学策略来促进学生的概念转变.通过对功和机械能前概念的系统梳理,能够为该主题和其他前概念的深入研究提供借鉴,从而为素养时代物理观念的培养带来有益启示.

高考新政后高中生科学素养弱化,科学思维短板效应明显,不同层次学校的学生科学素养差距加大.为了提升高中生的科学素养,首先要优化课程组织以提高教学效率,包括:促进科学知识、思维、探究三者联动;整合教学资源,提质增效;推动学科协同,优势互补;从制度管理与课程组织上保障科学素养的培养质量.其次要构建促进深度学习的教学链,包括:实现有效迁移,强化概念建构;注重科学论证,补足思维短板;优化科学实践,强化科学探究.

随着新课程改革的深入推进和各学科核心素养的提出,科学探究作为核心素养的重要成分在物理、化学、生物等学科的课程标准中得到明确描述.但耗时长、难度大、要求高等因素制约了对学生科学探究能力的培养.根据学校课程与资源的综合规划,可从基于学科课程的基础性探究、基于校本课程的开放性探究、基于竞赛机制的专业性探究、基于社会实践的综合性探究四层课程组织路径展开系统培养,在不同层次的探究实践中提升学生的科学探究能力.

在分析地面和空间站太空授课对比实验的过程中,通过理论推导得到结论:当视重大于零时,浮力存在;当视重等于零时,浮力为零.因而,视重是否为零是判断浮力的关键因素.最后将结论推广,以视重为基础,得到不同环境下物体运动状态与浮力存在与否的关系.

文章以上海、浙江籍大一年级化学和生物类专业本科生为研究对象,从学习基础、学习困难和学习策略三个维度对他们的专业学习状况进行了问卷和访谈调查.调查结果表明:选考化学对准备就读化学和生物类专业学生的学习十分重要,然而不少学生并未意识到化学的重要性,高考时容易弃选化学;与选考化学的学生相比,未选考化学的学生往往化学知识基础薄弱,在专业课程学习过程中会遇到较多困难,也容易采用消极的表层学习策略,进而产生"兴趣和志向双重缺失"等问题.

近年来,物理单元教学设计被视为落实物理核心素养的重要举措,已成为研究热点.本文构建包含“单元规划”、“单元内容、学情和教法分析”、“单元教学目标设计”、“单元学习活动设计”、“单元作业设计”、“单元教学评价设计”6个环节的中学物理单元教学设计流程,并以“匀变速直线运动”单元为例进行说明.

教科书编写者及教师常使用类比策略将物理抽象概念和学生已有的相关经验进行连接,从而促进物理概念的理解.新人教版高中物理教科书中的类比分析表明:(1)类比数目不多;(2)目标物多数为抽象概念;(3)类比物源自于学生已有的知识或经验;(4)图文并茂的类比数量不多;(5)具有结构、功能的相似性的类比数量远多于表面相似的类比;(6)类比的映射程度一般;(7)类比物和目标物的相对位置对知识的呈现效果不同;(8)缺乏对类比的相异性提示;(9)类比编写体现了对类比方法的隐性渗透和显化.在此基础上对物理教科书中类比的编写和教师在教学中类比的应用提出了建议.

科学探究是物理学科重要的核心素养之一,探究活动兼具知识教学与能力教学功能.目前,物理教学中的探究活动存在"伪探究"与"试卷型知识理解"等现实问题.据此提出探究活动设计策略:在生活视域下创设问题情境,以知识为目标、生活为问题载体,打破知识与生活间的界限,将知识与生活相联系构建情境性问题;丰富证据来源,提供多样实验工具,激发多种探究方案;提供多种形式的学习"脚手架",激发学生自主性知识建构,促进探究活动结论的解释与交流;以问题为核心,问题、证据、解释与交流四者联动,相互支撑与反馈.

高考新政在全国范围内逐步推广,新政前后高中生的科学教育发生哪些变化?这些变化导致高中生科学素养的培养被强化还是被弱化?这些问题亟须探讨.研究建构科学素养理论框架,编制高信度效度的高中生科学素养测试卷,结合访谈,采用纵向调查设计,分别从科学知识、科学思维、科学探究三个维度调查北京市和山东省一流、较好、一般三层次高中参加老高考的2016级和参加新高考的2017级学生.研究发现:与新政前相比,高考新政后两省市高中生科学素养整体水平下降,科学知识与科学思维下降最为明显,此系两省市新老高考方案对科学科目要求差别较大造成;不同层次高中科学素养变化程度不同,一流层次学校高中生变化较小,一般层次学校下降幅度较大,此系不同层次学校教学管理水平及学生学习主动性差异造成;新政带来的积极变化是男女生选考文理科的界限被打破,科学素养差距显著缩小,但所付出的代价是男生比女生科学素养降低幅度更大,其原因并非女生科学素养的提高所致;随着两省市首批考生新高考的结束,"选科博弈"或将加剧,上海市和浙江省遇到的困境或许会重现,高中生科学素养的培养有可能被进一步弱化.据此,研究提出了若干政策建议.