The Study Of Middle School Students Learn Objects Force Analysis By Correct And Incorrect Combined Worked Examples And Improvement Method

Objects force analysis is the foundation and core in physics knowledge. Middleschool students often make a variety of mistakes in objects force analysis learning,such as draw more force, draw less force, draw wrong force. For this, Physics teachersummarized the general steps and force analysis skill in objects force analysisteaching. Nevertheless, the students still make a lot of mistakes in the actual learning.Studies have shown that correct and incorrect combined worked examples had asignificant learning effect in mathematical problem solving, chemical. Therefore, thisstudy considered that using correct and incorrect combined worked examples mighthelp students to improve the learning effect of objects force analysis. This study usedthird grade students of middle school as subjects, Objects force analysis by correctand incorrect combined worked examples as experimental material.Experimental procedures included pre-test, grouping worked example learningand post-test. Experiment1investigated the influence of high similarity, lowsimilarity and unsimilarity of correct and incorrect examples on learning transfereffect and eye movements. Experiment2investigated the influence of different depthof errors force’s cognitive processing (error identification, error interpretation, errorcorrection) on learning transfer effect.Study1: the outcomes of learning objects force analysis by correct and incorrectcombined worked examples. Experiment1compared objects force analysis by correctand incorrect combined worked examples and only correct examples. On this basis,experiments2and3investigated the effect of the number of correct and incorrectexamples and presentation of objects force analysis rules’learning.Study2: used calibrating error examples to promote the effect of object forceanalysis rules’ learning. Aim at errors in example learning, we designed mathods ofcorrect the errors in worked example, Experiment4and experiment5investigatederror flag in promoting the effect of object force analysis rules’ learning, and theeffect of correct and incorrect examples matching combination.Study3: investigated the influence of high similarity, low similarity andunsimilarity of correct and incorrect examples on learning transfer effect and eyemovements. On the basis of the experiment5, experiment6further investigated highsimilarity, low similarity and unsimilarity of correct and incorrect examples onlearning transfer effect, at the same time, the eye tracker recorded the participants eyemovements when learning materials.Study4: investigated the influence of different depth of errors force’s cognitive processing (error identification, error interpretation, error correction) on learningtransfer effect. Experiment7directed the participants useing error identification, errorinterpretation and error correction to examine the effects of different cognitiveprocessing in object force analysis rules’learning.The study concluded that:(1) When middle school students use objects force analysis diagram to learnobjects force analysis rules, the effect of correct and incorrect combined workedexamples was significantly better than only correct combined examples; There weredifferent effects in the number of examples and the presentation, the number ofexamples in equal proportions (4:4) grades was significantly better than tne number ofexamples proportion is not equal (6:2and2:6), learning correct-incorrect comparisonexample presentation was significantly better than blocked presentation in learningeffect.(2) Error flag in the correct and incorrect combined examples can significantlypromote learning effect of objects force analysis rules; When correcting the mistakesstudents made in learning correct and incorrect combined worked examples, correctand incorrect examples paired combination with error flag could significantly promotelearning effect of objects force analysis rules.(3) There was different influence of similarity of correct and incorrect exampleslearning on eye movement. For the whole correct and incorrect examples material,high similarity group and low similarity group’s fixation duration, fixation count weresignificantly less than unsimilarity group, high and low similarity group had nosignificant difference; Low similarity group’s visit count was significantly less thanunsimilarity group, high similarity and low similarity group, high similarity andunsimilarity group had no significant difference; there was no significant difference indifferent similarity’s visit duration.(4) For correct and incorrect examples material, high similarity group and lowsimilarity group’s fixation duration was significantly less than unsimilarity group forincorrect examples, high and low similarity group had no significant difference,therewas no significant difference in different similarity for correct examples; correctexample’s fixation count, visit duration were significantly more than incorrectexamples; there was no significant difference between the correct and incorrectexamples on visit count.(5) There was different influence of similarity of correct and incorrect exampleson objects force analysis rules’learning outcomes. For near transfer achievements, the high similarity group’s results significantly better than the low similarity group andunsimilarity group, there was no significant difference between low similarity andunsimilarity group. For far transfer achievements, the high similarity group’s resultssignificantly better than the low similarity group and unsimilarity group, the lowsimilarity group and unsimilarity group were the same.(6) Different cognitive processing had a role on promoting learning effect ofobjects force analysis rules. For near and far transfer achievements, the effect of errorcorrection was significantly better than error identification, the achievements of errorinterpretation and correction had no differences.