As the development and application of large language models (LLMs) in physics education progress, the well-known AI-based chatbot ChatGPT4 has presented numerous opportunities for educational assessment. Investigating the potential of AI tools in practical educational assessment carries profound significance. This study explored the comparative performance of ChatGPT4 and human graders in scoring upper-secondary physics essay questions. Eighty upper-secondary students’ responses to two essay questions were evaluated by 30 pre-service teachers and ChatGPT4. The analysis highlighted their scoring consistency and accuracy, including intra-human comparisons, GPT grading at different times, human-GPT comparisons, and grading variations across cognitive categories. The intraclass correlation coefficient (ICC) was used to assess consistency, while accuracy was illustrated through Pearson correlation coefficient analysis with expert scores. The findings reveal that while ChatGPT4 demonstrated higher consistency in scoring, human scorers showed superior accuracy in most instances. These results underscore the strengths and limitations of using LLMs in educational assessments. The high consistency of LLMs can be valuable in standardizing assessments across diverse educational contexts, while the nuanced understanding and flexibility of human graders are irreplaceable in handling complex subjective evaluations. Keywords: Physics essay question assessment, AI grader, Human graders.

Recent reforms in science education advocate for the integration of engineering practices into K–12 curricula, prompting a need for this integration in each disciplinary science curriculum. This study aims to identify the current status and future directions of incorporating engineering elements in Chinese junior high school physics textbooks, as well as their distribution and representation approaches across different content areas. Utilizing the Framework for Quality K–12 Engineering Education, which encompasses 12 key elements, this study analyzes five junior high school physics textbooks endorsed by the Chinese Ministry of Education. The analysis revealed three areas of features including: (i) The textbooks meet at least half of the 12 engineering elements, yet exhibit variations in the coverage and quantity of engineering-related content; (ii) the distribution of the 12 engineering elements is unbalanced, with two elements being appreciated and four rarely mentioned across nearly all content themes; (iii) regarding the approaches used to address engineering aspects, the implicit approach is dominant (more than 90

In physics education, a number of studies have developed assessments of teachers’ knowledge of student understanding (KSU) of specific physics concepts with modified versions of existing concept inventories, in which teachers were asked to predict the popular incorrect answers from students. The results provide useful but indirect information to make inferences about teachers’ knowledge of the misconceptions that students may be using in answering the questions. To improve the assessment of teachers’ KSU, a new instrument is developed using a three-tier item design. The items were adapted from 17 questions from the Force Concept Inventory on force and motion. Each item was designed in three tiers, with tier 1 asking for teachers’ own answers to the question to test their content knowledge, tier 2 asking for teachers’ predictions of popular students’ incorrect answers, and tier 3 asking for teachers’ explanations of students’ incorrect answers in an open-ended form. The three-tier design captures teachers’ content knowledge, predictions, and explanations in a single item to allow explicit measures of teachers’ own content knowledge and their KSU on students’ misconceptions. The instrument was validated with preservice physics teachers, who were master-level graduate students in a normal university in China. The assessment results also suggest that the preservice teachers’ KSU of force and motion was only moderately developed, and their content knowledge was uncorrelated with their KSU. In addition, a four-level progression scale of KSU was also developed, which categorized the preservice teachers into five proficiency groups. Published by the American Physical Society 2024

Student engagement in science classroom is an essential element for delivering effective instruction. However, the popular method for measuring students’ emotional learning engagement (ELE) relies on self-reporting, which has been criticized for possible bias and lacking fine-grained time solution needed to track the effects of short-term learning interactions. Recent research suggests that students’ facial expressions may serve as an external representation of their emotions in learning. Accordingly, this study proposes a machine learning method to efficiently measure students’ ELE in real classroom. Specifically, a facial expression recognition system based on a multiscale perception network (MP-FERS) was developed by combining the pleasure-displeasure, arousal-nonarousal, and dominance-submissiveness (PAD) emotion models. Data were collected from videos of six physics lessons with 108 students. Meanwhile, students’ academic records and self-reported learning engagement were also collected. The results show that students’ ELE measured by MP-FERS was a significant predictor of academic achievement and a better indicator of true learning status than self-reported ELE. Furthermore, MP-FERS can provide fine-grained time resolution on tracking the changes in students’ ELE in response to different teaching environments such as teacher-centered or student-centered classroom activities. The results of this study demonstrate the validity and utility of MP-FERS in studying students’ emotional learning engagement.

This paper presents the findings of a validation study for an instrument designed to assess the views on the non-epistemic nature of science (NE-NOS) among pre-service physics teachers (PSPTs). Despite the acknowledged significance of the nature of science (NOS), research has predominantly focused on its epistemological aspects, sidelining non-epistemological facets that encompass contextual, social, and psychological dimensions relevant to science and its practitioners. Drawing from a comprehensive literature review within science education research, we developed a construct map describing three underlying components of NE-NOS. This construct map forms the basis for a proposed hypothetical progression outlining the developmental stages of PSPTs’ views on NE-NOS, categorized as naïve, mixed, and informed. The items comprising the NE-NOS assessment adopt an ordered multiple-choice format, where each response option reflects a specific level of views on NE-NOS. Results from a validation study involving 309 PSPTs demonstrate robust reliability and validity through Rasch analysis, corroborated by evidence in internal scale validity, construct validity, concurrent validity, and response process validity. The evaluation of PSPTs using the instrument reveals a prevailing mixed level of views on NE-NOS. The implications of the NE-NOS instrument for enhancing theoretical understanding of NOS and NOS-based teacher training are discussed. In conclusion, the NE-NOS assessment validly measures PSPTs’ NE-NOS views and could serve as a valuable tool for raising awareness of NE-NOS. Researchers and teacher educators can utilize it as a diagnostic instrument to study the effects of NOS education.

The content of STSE education is an important part of scientific literacy, an important method for shaping talents with scientific literacy, and a key curriculum goal established by the 2017 edition of the general high school science curriculum standards. As the main material for students to acquire knowledge and an important resource for teaching, textbooks, to a certain extent, influence teachers' and students' knowledge and understanding of STSE educational contents and the achievement of students' scientific literacy. In order to explore the contribution of textbooks to scientific literacy, a “Science Literacy Oriented STSE Education Model” was established, based on which a textual analysis framework of STSE education content (including 5 primary dimensions and 17 secondary indicators) was constructed. Taking the high school physics textbook of the People's Education Publishing House (six volumes in total) as the research object, a total of 179 statements related to STSE education content were identified by combining quantitative and qualitative research on STSE education content in high school physics textbooks. The results showed that the textbooks highly emphasize the interrelationship of science, technology, society, and the environment, which provides important material for the achievement of scientific literacy. However, it also found that the representation of the 5 primary dimensions is not balanced and some of the secondary indicators are missing, as well as the perception of technology as a level of applied scientific epistemology. Finally, some suggestions are made in response to the findings.

培养中学生的集体意识是中学物理课堂的德育功能之一.从科学本质视角,通过合理有机地组织和展示具体的物理学史,并避免使用"个人化"特征的语言,强调集体对于物理学探索和物理学家个人的作用,让学生体会物理学探索的曲折性、经验性和批判性、统一性和未完成性,意识到集体力量的巨大作用和不可或缺,达到培养集体意识的目的.

力学是高中物理课程的基础内容,学生在学习中形成对力学概念的正确理解与掌握有助于后续物理课程的学习.本文利用半长度力学概念测试卷(HFCI)对高一年级的学生进行测试,通过正确率和集中度分析了解学生对力学概念的掌握情况;并基于HFCI的测试数据及师生的访谈反馈,选取受力分析和共点力的平衡这两个知识点展开教学分析与研究,为帮助学生形成正确的力学概念,发展学生的物理核心素养提供借鉴与参考.

跨学科实践活动的实施有利于培养和发展学生的核心素养,而具体的实践案例有利于指导教师开展教学活动.本文以 日本新设科目《理数》中的跨学科实践案例为样本,选取与物理学紧密相关、联系 日常生活与工程实践的案例进行分析,可为我国教师在设计跨学科案例时提供一些域外参考.

为了解个人因素和社会因素对创造性思维的影响及学生的基本情况,本研究依照PISA 2021 创造性思维测试对背景问卷各个维度的定义和阐释,借鉴国内外相关成熟量表部分条目,组成创造性思维促成因子量表,并以广东省 7 所中学为例,初步测量和分析 15 岁中学生创造性思维的影响因素概况.经过共同方法偏差分析、描述性统计、单因素方差分析和结构方程模型检验,得到以下结论:当前中学生的创造性信念较为积极但是创意自我效能感较低;个人促成因子在性别和父母受教育程度上均存在显著性差异;社会促成因子对个人促成因子存在显著的促进作用,符合PISA 2021 理论框架.

让学生体验科学探究的过程,使之掌握科学研究的方法比直接教给学生知识更重要.以"库仑定律"的教学实践为例,将本节课设计成实验探究课,让学生参与科学探究,经历探究过程,体会科学探究的思想和方法,让学生获取基本的感性认识,充分调动学习积极性,发展学生的核心素养.

Students’ informal science learning experiences are believed to strongly influence their attitudes toward science and their abilities in the subject. Factors associated with students’ informal science learning experiences include family socioeconomic status and perceived family support. However, little is known about whether perceived family support for children’s formal and informal science learning differs significantly. The present study filled this gap by exploring how students’ perceived family support for formal/informal science learning affected the link between their socioeconomic status and their experiences of informal science learning. Survey data were collected from 486 Chinese grade 4-6 primary school students. Structural equation modeling demonstrated that the students’ socioeconomic status and their informal science learning experiences were significantly and positively correlated. This association was chain-mediated through two categories of perceived family support. Specifically, students’ socioeconomic status affected their informal science learning experiences through the separate mediating role of family support for formal science learning and the sequential mediation of perceived family support for formal and informal science learning. These results uncover the role that family support plays in students’ science education; accordingly, parents are encouraged to help their children learn science both formally and informally. Keywords: primary school students, mainland China, informal science learning experiences, family support, socioeconomic status

In this study,Co Fe 2 O 4 -Ti O 2 was prepared by hydrothermal method,in which Co Fe 2 O 4 was the core and Ti O 2 was the shell,and HA@Co Fe 2 O 4 -Ti O 2 was obtained by hyaluronic acid modification.The physicochemical properties of the nanocomposites were characterized by scanning electron microscopy （SEM） imaging,energy dispersive spectroscopy （EDS）,X-ray diffraction （XRD）,X-ray photoelectron spectroscopy （XPS）,ultraviolet-visible absorption spectroscopy （UV-Vis） and Fourier transform infrared spectroscopy （FTIR）.CCK-8 method was used to investigate the toxicity of HA@Co Fe 2 O 4 -Ti O 2 nanocomposites on HL60 cells in dark chamber,and the inactivation effect of photodymanic therapy （PDT）.The mechanism of interaction between Co Fe 2 O 4 ,hyaluronic acid and Ti O 2 on PDT inactivation of HL60 cells was preliminarily investigated by fluorescence spectra （FS）,intracellular ROS production and uptake level analysis of nanocomposites.The experimental results showed that the morphology of HA@Co Fe 2 O 4 -Ti O 2 was regular and spherical,and the size met the requirements of cell uptake.The visible response range of Ti O 2 was broadened with Co Fe 2 O 4 .Dark toxicity experiment proved that HA@Co Fe 2 O 4 -Ti O 2 nanocomposites were less toxic to HL60 cells under darkroom conditions.Meanwhile,Compared with the groups treated with Ti O 2 and Co Fe 2 O 4 -Ti O 2 nanoparticles,the photocatalytic inactivation efficiency of the group treated with HA@Co Fe 2 O 4 -Ti O 2 was as high as 82.6%.Therefore,it has the potential to become a photosensitizer for the PDT treatment of leukemia in vitro,improving photodynamic efficiency and targeting.

"物理学与工程实践"作为《义务教育物理课程标准(2022年版)》新引入的重要内容,使得工程教育的关注度也随之增高.本研究以摩尔等人建构的工程教育框架为研究工具,对比分析新旧义务教育物理课程标准中课程内容部分的工程教育元素.从整体数量来看,新课标中工程教育元素达成全覆盖,总频次近乎达到旧课标的3倍;聚焦主题内容分析来看,新课标中物质、运动与相互作用、能量主题侧重于部分工程指标的调整变化,新增的跨学科实践主题则几乎囊括了全部工程教育元素,并重点突出实践活动.基于此提出多维渗透工程元素,注重科工整合实践等教学建议.

"提升科学核心素养,满足全体学生终生发展的需求"是物理课程教学最终要实现的目标.从物理走向社会、注重科学探究、注重学科渗透,关注科技发展、面向全体学生,提高学生核心素养是高中物理教育的基本理念.研究者通过对学科交叉融合进行可视化分析,呈现了目前学科交叉融合的研究现状,阐述了中等教育中的物理与通用技术融合的必要性及其对物理学科核心素养的促进作用,并基于通用技术课程的特点,提出了"六步式教学模式",以实现学生物理学科核心素养的提升.

In this work, ternary nanocomposite (CNs-AB/NiS2) as a novel efficient H2 evolution photocatalyst without the use of noble metals was successfully synthesized by depositing acetylene black (AB) and ultra-fine NiS2 nanoparticles on the surface of CNs (g-C3N4) through ultrasonic dispersion and chemical vapor deposition methods, respectively. It was revealed that the loaded AB and NiS2 nanoparticles have significantly improved the photocatalytic H2 evolution efficiency of the CNs by improving the photogenerated electron-hole pair separation, visible light absorption and hydrogen evolution kinetics. Besides acting as a cocatalyst, AB served as a conductive electron bridge between CNs and NiS2, which accelerated the effective transfer of electrons from CNs to NiS2 and improved the H2 evolution kinetics of the NiS2 cocatalyst. The H2 evolution experiments revealed that the ternary photocatalyst CNs-AB/NiS210 displayed a H2 evolution rate of up to 2434.85 μmoL g-1 h-1, which was a 1.41 times enhancement compared to that of the binary composite CNs-NiS210 and was 12.43 times higher than that of the pure CNs. Moreover, the ternary photocatalyst CNs-AB/NiS210 not only exhibited excellent photocatalytic activity and stability in the tests, but provided a novel idea for the development of high-efficiency catalysts free of noble metals as well.

在新时代背景下,积极响应党的号召,充分理解科学家精神的内涵,学习并弘扬科学家精神.通过呈现我国物理科学家的生平事迹,以期将科学家精神融入实际物理教学中,培养学生爱国奉献、求实创新、协同育人的科学家精神,从而落实立德树人的育人目标.

Photodynamic therapy (PDT) and photothermal therapy (PTT) are both promising therapeutic approaches for cancer. Unfortunately, the anticancer efficiency of PDT is restricted by the hypoxic tumor microenvironment and the performance of the photosensitizer (PS) while the efficiency of PTT is limited by the penetration depth of NIR light, making it difficult to further improve the efficiency of the treatment. In this paper, we strategically proposed a multifunctional nano-platform based on g-C3N4 and loaded with CuS and MnO2 nanoparticals. Interestingly, the obtained F127@CNs-CuS/MnO2 nano-platform with high singlet oxygen quantum yield and excellent photothermal performance were used in synergistic PTT and PDT therapy to cope with the limitation of single mode cancer treatment under irradiation and has greatly improved the treatment effect. Additionally, MnO2 nanoparticles loaded on the CNs surface could not only generate oxygen to ameliorate hypoxia in the tumor environment by reacting with H2O2 in tumor cells, but also react with the over-expressed reduced glutathione (GSH) in cancer cells to further improve the synergistic therapeutic effect. In the in vitro hepatocarcinoma cell inactivation experiment, the maximum cell inactivation efficiency of the PDT, PTT and PDT/PTT synergistic treatment group reached at 65% (F127@CNs-MnO2), 69.2% (CNs-MnO2) and 88.6% (F127@CNs-MnO2) respectively, which means that the F127@CNs-CuS/MnO2-mediated PTT/PDT synergy anticancer treatment was more effective than single mode therapy. In summary, the innovative multifunctional nanoplatform F127@CNs-CuS/MnO2 used for synergistic PTT and PDT treatment has greatly improved the inactivation efficiency of cancer cells and has provided a new scheme for the treatment of hypoxic tumors.

当前教学中,教师多以分立的方式对问题考查的知识与思维进行分析,忽视了两者之间的关联.核心素养对"整体人"培养的构念,启示在教育相关问题的研究中,应积极寻求整体化、结构化分析的路径或方法.本文将知识与思维作为一个整体,尝试从两者包含的要素、结构化呈现的方法及应用等3个方面初步构建结构化分析模式,直观、可视地呈现具体问题考查的知识与思维,作为物理学业评价中问题设计质量分析的基础和依据.

从学生、一线教师、区市省教研员、大学教授视角探索了"聚焦物理情境教学,培养学生科学思维"过程中存在的问题及实施路径,期望通过各方探索,让情境教学培养科学思维的课堂能够更加广泛深入进入全省、全国,促进学生学科核心素养的落地.