Research On Students' Conceptual Understanding Of Scientific Concepts Based On The Conceptual Framework

Conceptual understanding is one of the main goals of scientific learning,and it's a basic element of scientific key competencies.However,a large number of studies have shown that students always holds wrong ideas even after concept learning and have not successfully completed the “transformation” of concepts,which means that the current instruction does not promote students to achieve conceptual understanding.In response to this practical problem,this study takes the concepts of momentum as an example,focusing on how to promote students to develop scientific concept understanding,mainly including the following contents: clarify the basic elements and characteristics of concept understanding,and explore the a practical tool to accurately describe the level of students' concept understanding,and compile an assessment of the secondary school students' concept understanding of momentum,and explore effective strategies for the concept teaching in secondary schools to promote concept understanding.In this study,by combing and integrating the current relevant learning scientific theories related to concept learning,a three-element model describing conceptual understanding is proposed: including knowledge structure,thinking structure and explicit behavior.Knowledge structure and thinking structure jointly characterize the intrinsic characteristics of students' conceptual understanding,and as the third element of conceptual understanding,explicit behavior enables implicit conceptual understanding to be effectively observed.Based on this understanding,this study gives the conceptual framework,a practical tool,with richer connotations,and uses it as a tool to describe and evaluate students' understanding level of scientific concepts.This study takes momentum as an example to elaborate on the method and process of constructing a conceptual framework around core concepts,and divides conceptual understanding into three levels based on the constructed conceptual framework: factlevel,principle-level and model-level.On this basis,this study compiled the " Assessment test of momentum" and tested some senior students in Zhejiang,Jiangsu,and Henan.The survey found that after learning the concepts of momentum,their overall understanding of the concept of momentum is generally good,but the individual differences are large;the performance of students on the conservation of momentum is better than that of the momentumimpulse theorem.A high level of conceptual understanding has been formed,but the dependence on the context has not yet been completely eliminated;the three conceptual understanding levels described by the Momentum Concept Framework have been verified.In addition,through the horizontal comparison of survey data,it proposes a possible process of students' conceptual understanding development: accumulating information,constructing connections,and comprehensive integration.According to the evaluation results,this study adopted the design-based research method to carry out two rounds of interventions in Zhejiang and Henan provinces,and tested the effect of teaching guided by the conceptual framework of momentum through the pre-and posttest comparison.The results suggest that,First,a conceptual framework can be established to test students' conceptual understanding.With the improvement of students' conceptual understanding,they show higher accuracy and weaker situational dependence in solving problems.Students gradually develop from the accumulation of surface feature information to the construction of a certain network of knowledge structure,and finally to a fully integrated conceptual understanding.Second,the overall understanding of momentum concept among Chinese high school students is at a high level,but some students still show strong situational dependence.These students mechanically recall and embed formulas and strategies according to several variables or surface features in the problem context,which means that these students did not form a deep conceptual understanding.This is closely related to the lack of attention to the core concepts and the relationship between concepts in teaching.Thirdly,the optimized teaching based on the conceptual framework of momentum can better promote students to form a deep conceptual understanding of the momentum concept,and the teaching teachers also have a deeper understanding of the momentum concept teaching in the process of communicating with researcher on the conceptual framework of momentum.