Cognitive Study On Physical Model And Modeling Knowledge Of Senior Grade Two Students

Since its birth,the model has been widely concerned in the scientific field.The advancement of physics can actually be seen as a process of developing models,applying models,and modifying models.Models can be defined as abstract and simplified representations of phenomenal systems,making their central features explicit and can be used to generate interpretations and predictions.Modeling can be defined as the continuous process of developing,testing,and improving the model to explain the physical world and convey our understanding of it.In the specific study of high school physics knowledge,the cognition of model and modeling knowledge plays a key role in understanding the physics knowledge.Students' lack of cognition of physical models and modeling knowledge will lead students in the learning process.It only mechanically applies the existing physical model,can not obtain a comprehensive and profound understanding of knowledge,does not use the model to explain the physical phenomena in the real world,and can not grasp the essential characteristics of physical problems when encountering primitive physical problems.The established model does not match the actual situation,resulting in a low score rate.In addition,domestic related research only evaluates the essential understanding of the model of middle school students.The cognitive situation of the students' models and modeling knowledge is not fully evaluated,and it is impossible to fully understand the current situation of student models and modeling knowledge understanding.In view of the above problems,this paper takes high school students in Jinbei area as the research object,and analyzes the cognitive status of middle school students' physical models and modeling knowledge through questionnaires.This study attempts to answer the following three questions: 1.What is the meaning of physical models and modeling knowledge? 2.How is the cognitive level of the student's model and modeling knowledge divided? 3.What is the cognitive status of high school students' models and modeling knowledge? What are the possible improvements?The survey tool used in this study is a cognitive questionnaire for middle school students' physical models and modeling knowledge.The questionnaire consists of six dimensions and ten elements: the essence of the model(the definition of the model;the attributes of the model;the representation of the model;the structural properties of the model),the nature of the modeling(modeling process;design and creation of models;model changes),The purpose and function of the model,multiple models,and evaluation of the model.The internal consistency coefficient of each dimension of the questionnaire is between 0.795 and 0.917,indicating that the reliability of the questionnaire is good.1.Overall,the cognitive model of the second-year students' model and modeling knowledge is good.The level of the scores from high to low is the function of the model,the purpose of the model,the multiple models,the evaluation of the model,the nature of the model,and the modeling.Essence,in which the function of the model and the purpose of the model are slightly higher than the overall level,the multiple models are at the same level as the overall level,and the evaluation of the model,the nature of the model,and the nature of the modeling are slightly lower than the overall level.And the difference analysis of the variables,the students with good grades are outstanding in the overall cognition of model and modeling knowledge compared with the students with good grades,and gender has no significant difference in their overall cognition.2.Analysis of the elements of each dimension can be known:(1)In the dimension of the essence of the model,the definition of the model,the structural properties of the model,and the representation of the model have higher scoring rates,while the students have attributes on the model.There is a problem with the perception of one dimension.(2)In the dimension of the nature of modeling,in which the dimension of the modeling process,the problem of student cognition is the effectiveness of the model,and in the dimension of the model change,more than half of the students have cognitive errors.,think that the physical model will not change.(3)In the dimension of the purpose of the model,the overall performance of the students is good,and the cognition of the purpose of the model can reach the level three.(4)In the dimension of the function of the model,the students as a whole perform well and have a clear understanding of the function of the model,and most students can reach the level three.(5)In the dimension of multiple models,more than 85% of students believe that multiple physical models can be used in the process of solving problems,and a specific thing or phenomenon can correspond to multiple physical models.Students' perception of the model is between level two and level three.(6)In the dimension of model evaluation,nearly three-quarters of the students think that the model is not good or bad.Among the other elements of the model evaluation,more than 85% of the students think that the physical model can be used to explain or predict.For the assessment of this part of the model,most students have reached the level three.In response to the above problems,four strategies for improving the cognitive status of students' physical models and modeling knowledge are proposed:(1)Interspersed in physics classroom teaching to help students understand the modeling process of scientists and understand the nature of models and modeling.In addition,attach importance to the development and utilization of physics history curriculum resources,let students independently understand the history of physical science development,and establish the essence of the model.(2)Develop physical modeling teaching courses,so that students can be transformed into active constructors by the passive recipients of knowledge,and actively participate in the process of creating and applying physical models.(3)In the teaching of physical exercises,interspersed with some primitive physical problems,and gradually cultivate students' understanding of models and modeling.(4)Combine explicit education and recessive education in physics teaching,so as to integrate the learning of physics knowledge,the development of scientific inquiry ability and the understanding of scientific essence,and deepen students' understanding of physical model and modeling knowledge.