The Study On The Status Of Middle School Students’ Understanding Of Thermal Concept And The Learning Progress

Since the 1980 s,how to integrate science curricula based on the inherent unity of science has become an important issue for researchers’ attention.The research results are reflected in some developed countries,science education documents,such as the current scientific curriculum standards based on the core concept of the discipline-Next Generation Science Standards.In this paper,the thermal module as the research object,in-depth study of China’s secondary school students on the understanding of the concept of thermal and its advanced learning.This study is divided into six parts,the main research contents and results are as follows:The first part: Introduction and theoretical basis.Through the literature search and analysis of the current stage of our scholars and other physical concepts in the thermal research results,The purpose and ideas of this paper are given,That is,junior high school physics curriculum standards as the basis,That is,the theory of epistemology of Jean Piaget,Combing the important physical concepts in heat,Through the questionnaire and interviews,To understand the early and high school students on the understanding of the concept of thermal,Finally,on the basis of preliminary investigation,To explore the physical concepts of thermal learning advanced.The second part: analysis on the survey of gas concept in junior middle school students.This part is divided into six dimensions: gas,gas color,odor,gas quality,volume,density,gas temperature,gas pressure and gas movement to understand the understanding of junior middle school students’ understanding of gas concept.The study found that,in addition to gas pressure,the secondary school students on the gas concept of the other features are rich in the former concept of learning related knowledge for the wrong concept of change has played a great role in promoting.The third part: the analysis of the results of high school students’ gas concept.This part starts from seven dimensions: solid,liquid and gas,gas color,odor,gas temperature,gas volume,gas pressure,gas movement,gas model,from the macro and micro perspective of high school students on the understanding of the concept of gas.The study found that high school students can be more scientific to explain the relevant characteristics of gas,but when it comes to micro-areas often wrong before the concept of more,the concept of change is not obvious.The fourth part: analysis of energy-related concepts in junior middle school.The part of the temperature,internal energy,heat,heat transfer and other four dimensions,investigate junior high school students’ understanding of energy related concepts.The study found that most junior high school students will still use the caloric theory to explain the heat phenomenon;compared with the seven or eight grade,the ninth grade students had a clear change in the concept of error.The fifth part: analysis of energy-related concepts in high school thermal.This part starts from the four dimensions of temperature,internal energy,the first law of thermodynamics,the second law of thermodynamics,investigation on the concept of energy-related.The study found that: high school thermology in the relevant concepts for high school students are relatively easy to accept the concept,in general,students in the system before learning there will be some wrong concepts,but the concept of change are more obvious.The sixth part: the concept of temperature learning advanced.The concept of temperature as a basis for middle school students to learn the heat,through the thermal school has always been;limited to the constraints of time and energy,in the construction of thermal concepts to learn advanced,mainly to the concept of temperature,for example,the study draws the seven levels of middle school students’ construction of temperature concept.