The Empirical Study On Learning Progression For Energy Ideas In Middle School

Since the 21 st century,the scientific concept system based on big ideas has become the focus of education studies for all countries.Educational research ers put forward the concept of big ideas as the core of teaching,which requir es that we should set the hierarchy according to the construction sequence of students' cognitive structure and help students to form a complete knowledge conceptual framework in the way of learning progression.This study is based on the learning progression of "energy concept",where the author established a domestic energy conceptual progression model in the light of the framework of k-12 science education by reading the literature and comparing the teaching materials at home and abroad.Based on the standard model,domestic textbooks together with examination outline,the author designed a questionnaire.Through the analysis of the questionnaire and students' feedback,a preliminary revision to the framework of "energy concept" was made.Then a designed teaching plan was applied for two classes in Grade Three.In the teaching process,students' real-time feedback in class and homework feedba ck were collected to correct the energy conceptual framework.From this empirical research,it can be concluded that the concept of gravitational potential energy definition needs optimization;the energy transfer and conversion in the chapter of working and energy need to be highlighted;the transfer process of internal energy can be arranged as foundation before the lecture of energy degradation;in the section of mechanical efficiency,the concept of energy degradation is suggested to be compiled into the textbook.In the end of the semester,both classes have made great progress in the final test,which proves that the development level proposed by the revised "middle school energy concept" framework has reference value for the textbook compilation,curriculum design,teaching arrangement and other learning concepts in the future.