A Study On High School Students' Representation Of Physics Domain Knowledge In Different Academic Performance Levels

Under the framework of the domain knowledge proposed by Alexander et al,this study investigates representations of students in different academic levels in the field of physics from three dimensions: declarative knowledge,procedural knowledge and conditional knowledge by discussing those representations' characteristics of and differences.Domain knowledge,clearly explaining the structured and functional knowledge representation form from the microscopic point of view,provides a scientific theoretical basis for exploring the acquisition and application of individual knowledge.When domain knowledge was used in the field of education,researchers explored how a beginner can change from a “newbie”to an“expert” in a learning process of a specific subject.Researchers compare the differences between "newbie" and "experts" in the use of knowledge from the perspective of cognitive learning.Therefore,it is worthy to explore further to figure out characteristics of domain knowledge representation of students in different academic levels.This article uses the literature analysis method,the questionnaire survey method,the protocol analysis method,carries on the research to the high school student's knowledge characterization of the physics subject field.The experimental materials were selected as the "frictional force" theme of the high school physics focus and also the basis of student mechanics learning.Conducted three questionnaire surveys.The first study:investigating students' representation of physical declarative knowledge,and the students are examined from two aspects of the breadth and depth of the declarative knowledge in the form of a fill in the blanks.The second study:investigating students' representation of physical procedural knowledge,and the students' dynamic application of knowledge is examined by the combination of the pen paper test method and the oral report method in the form of physical computation.The third study:investigatingstudents' representation of physical conditioned knowledge.According to the definition of conditional knowledge based on domain knowledge,let the students classify the restricted conditions,the known conditions and the implied conditions in a given problem situation in the form of multiple topics.The conclusions are as follows:(1)The result of representation in declarative knowledge in different academic level groups is that eugenics are better than both middling students group and underachievers group,and middling students group is better than underachievers group.Eugenics group and middling students group have differences in the breadth characterization,and eugenics group and underachievers group have extremely significant differences in the depth characterization.There is no significant difference in the breadth of the representation between the middling students and underachievers,but there is a difference in the depth of the representation.(2)The measurement of procedural knowledge representation shows that the level of the eugenics and the middling school students in the knowledge of procedural knowledge is significantly better than underachievers,but there is no obvious difference in the level of the representation of the program knowledge between the eugenics and the middling students.Eugenics in oral report are accurate in language expression.When they dealing with physical problems,they have clear logic,coherent thinking and skillful skills,and have strong knowledge of cognitive operation.In the process of retelling the problem,the middling students are more concise and have a clearer idea of solving the problem,but they lack a deep understanding of the physical problems.Underachievers in oral report,the expression of language is not coherent,and they are easy to stop and repeat the last step.They did not form a structured and complete operation.(3)There is no significant difference in the level of conditional knowledge representation of students among different academic levels in the conditional knowledge representation.The same level subjects in the classification representation the ratio of conditional knowledge to different categories is different.The proportion of the restricted conditions and the known conditions is relatively small and close,and the proportion of the implied conditions is the largest.The ratio characteristic of conditional knowledge representation in different academic level is more similar.(4)Correlation analysis between academic achievement and domain knowledge shows that in domain knowledge,the highest degree of relevance to the academic level is procedural knowledge,followed by declarative knowledge,and the last is conditionalknowledge.There is a significant positive correlation between domain knowledge of physics and the school achievement of physics.That is to say,the better the student's domain knowledge of physics is,the greater the possibility of getting higher school achievement of physics.This study enriches researches of domain knowledge theory in physics.At the same time,it provides suggestions for students to grasp knowledge of different forms in their future learning,and has certain practical instructions for educational practitioners to explore how to teach physical knowledge.