A Study On The Effect Of A Practical Value Of Physics Knowledge Intervention On High School Students’ Interest In Learning Physics

Physics is more logical than other subjects and students do not feel the joy of learning physics.Moreover,the development of scientific attitudes and responsibility in the core literacy of physics requires students to be able to maintain an interest in learning physics and to understand the relationship between science,technology,society and the environment.Therefore,this paper links the practical value of physics knowledge and interest in physics learning to investigate whether the level of awareness of the practical value of physics knowledge and the level of interest in physics learning of high school students can be increased through teaching interventions on the practical value of physics knowledge by means of a quantitative study.The main tasks of this study are as follows:Firstly,based on relevant research,the concepts of "practical value of physics knowledge" and "interest in physics learning" were defined,based on Dewey’s pragmatism theory,Tao Xingzhi’s life education theory,constructivism theory and STSE education theory.Secondly,a revised questionnaire on the perceived practical value of physics knowledge and a questionnaire on interest in physics learning were selected and distributed to senior students in a high school in Shanghai.The data were analyzed using spss23.0 to identify two classes with similar levels of interest in physics learning and practical value of physics knowledge awareness as the experimental class and the control class.Thirdly,the teaching intervention strategies that can improve students’ level of understanding the practical value of physics knowledge and their level of interest in learning physics were proposed,and specific teaching cases were designed based on the teaching strategies proposed in this study.Fourthly,The questionnaires were distributed again after the teaching of the selected lesson examples to analyze whether there was any significant change in the level of interest in physics learning and the level of awareness of the practical value of physics knowledge of the students in the control class after the regular new lesson teaching and whether there was any significant change in the level of interest in physics learning and the level of awareness of the practical value of physics knowledge of the students in the experimental class before and after the intervention of the practical value of physics knowledge.The students were also compared and analyzed to see if there were any differences in the level of interest in physics learning and the level of awareness of the practical value of physics knowledge between the two classes.In addition,the results of the interviews with the students were analyzed to conclude whether the practical value of physics intervention proposed in this study could improve the level of students’ awareness of the practical value of physics knowledge and their interest in learning physics.Based on the data,we can further analyze whether there is a difference between the experimental class and the control class in terms of gender in terms of the change in the level of interest in physics learning and the level of understanding of the practical value of physics knowledge.The findings of this study are as follows:Firstly,based on the survey data,the values of the Clonbach factor of the two questionnaires were 0.8 and 0.875,and the KOM values were 0.816 and 0.819 respectively,indicating that the questionnaires have good reliability and validity.According to the analysis of the questionnaire data using SPSS23.0,there was no significant difference in the level of interest in learning physics and the level of awareness of the practical value of physics knowledge between the experimental class and the control class.Secondly,when comparing the data from the control class before and after the regular teaching,there was no significant change in the level of students’ awareness of the practical value of physics knowledge and the level of interest in physics learning,and when comparing the data from the experimental class before and after the teaching intervention,the level of students’ awareness of the practical value of physics knowledge and the level of interest in physics learning increased significantly.The scores on the six factors of interest in physics were significantly higher.When comparing the data from the control class and the experimental class,we can see that the level of interest in learning physics in the control class increased slightly before and after the regular teaching of the selected lesson,while the level of interest in learning physics in the experimental class increased significantly before and after the teaching intervention,and the magnitude of the change was more significant than that in the control class.In addition,there was little change in the level of awareness of the practical value of physics knowledge in the control class before and after the regular teaching of the selected lesson,while the level of awareness of the practical value of physics knowledge in the experimental class increased significantly before and after the teaching intervention,and the magnitude of the change was very significant compared to the control class.Based on the results of the students’ interviews,the authors’ proposed teaching strategy of developing students’ interest in physics learning through the practical value of physics intervention was able to increase students’ interest in physics learning and their awareness of the practical value of physics knowledge more significantly than the conventional new classroom teaching.There were also gender differences between the experimental and control classes in terms of the changes in the level of interest in physics learning and the level of awareness of the practical value of physics knowledge.