Study On The Learning Progression Of The Concept Of Electric Current In Senior High School Physics

In the 21st century,countries around the world are paying increasing attention to the effect of student learning.In order to study the thinking path of students as they learning,in2004,scholars such as Carol Smith first proposed the concept of Learning progression when studying the teaching of “matter and molecule-atomic theory”.The study of learning progression aims to systematically describe students’ thinking processes for learning scientific knowledge,and build bridges for curriculum,teaching and evaluation.Electric current is an important and fundamental concept in the electromagnetics part of high school physics.Teachers lack theoretical judgment on students’ cognitive path and thinking development of electric current concept,and lack relevant strategies to help students establish a conceptual system related to current.Therefore,this paper explores the cognitive path and thinking development process of students’ understanding of the core concept of electric current,and constructs the learning progression framework of the concept of physical electric current in high school.It is of great significance to promote students’ coherent and developmental learning of the concept of electric current,and construct cognitive pathways.This study uses the literature research method to sort out the literature related to learning progression and electric current concept teaching,and clarifies the educational value of learning progression for electric current concept teaching.In view of this theme,on the basis of analyzing relevant literature,this paper defines the concepts of learning progression and core concepts.Moreover,the theoretical basis of this paper is Piaget’s cognitive-development theory,Vygotsky’s theory of recent development zones and item response theory,which provide theoretical support for empirical research.The main contents of this study are:First,this paper identifies the core concepts related to electric current and preliminarily constructs the Learning progression hypothesis of current electric concept.This paper first uses text analysis to analyze the middle and high school physics curriculum standards,textbooks,Hebei Provincial Middle School Examination Questions in the past five years,and high school examination questions in the past ten years,so as to determine the core concepts related to electric current.Secondly,the progressive variables and dimensions are determined according to the knowledge content,and the starting point and the end point of the learning progression are determined according to the curriculum standards,textbooks and examination evaluation.Finally,based on the developmental hierarchy model of scientific concept understanding and students’ cognitive development level,the learning progression hypothesis is preliminarily constructed.Second,develop measurement tools to revise learning progression hypothesis.Based on the preliminary learning progression hypothesis,this paper first compiles the electric current concept test for the first year of high school(who has completed the study of electric current concept in junior high school)and the second year of high school(who has completed the study of high school DC circuit).Then,the Rasch model was used to evaluate the test,and the test was adjusted according to the evaluation results,and a test paper with high reliability and validity was obtained.Finally,the adjusted test is used to test again,and the learning progressive hypothesis is modified according to the test results,and the electric current concept learning progressive framework is finally determined.Third,build a teaching model based on learning progression and write teaching design cases.By analyzing and integrating the ADDIE instructional design model and the progressive learning instructional design model proposed by Guo Yuying’s team,this study constructs a teaching model suitable for this study.“Ohm’s law for closed circuits” reflects the work done by electric current in the circuit,and current work is an important part of the concept of electric current.Therefore,this paper chooses to take “Ohm’s law of closed circuits” as an example to write a teaching design case based on learning progression theory.