| The first level theme of interdisciplinary practice has been introduced to the curriculum content in the "Physics Curriculum Standards for Compulsory Education(2022 Version).Interdisciplinary practice calls for students to use their interdisciplinary expertise to address real-world issues that arise in everyday living,engineering,and societal hotspots.Two interdisciplinary practice cases are provided to teachers in the appendix of the revised curriculum standard.Both of these instances are clearly interdisciplinary and practical.Hence,interdisciplinary practice requires the integration of information from several disciplines,which is a prerequisite.Teachers must comprehend students’ interdisciplinary knowledge integration abilities and their developmental stage in order to adapt interdisciplinary physics practice to better meet the needs of their pupils.However,at the moment,China does the majority of research on knowledge integration.However,the majority of knowledge integration research in China at the moment concentrates on knowledge integration within and between disciplines,with less attention paid to assessing the capacity to integrate knowledge.Therefore,this study adopts literature research methods,statistical analysis methods,and measurement survey methods to carry out interdisciplinary practical activities.In order to better enable physics teachers to carry out interdisciplinary practical activities,understand the current situation of interdisciplinary knowledge integration among middle school students,cultivate their interdisciplinary knowledge integration ability,and provide reference for evaluating interdisciplinary practical achievements.By a review of the literature,this study first established the definition of interdisciplinary knowledge integration.The development of interdisciplinary knowledge integration was broken down into three steps by reviewing pertinent literature.A collection of test papers that may be used to assess students’ interdisciplinary knowledge integration were created with corresponding test items for various levels in order to better understand the state of interdisciplinary knowledge integration among middle school students.High reliability and validity were attained by two testing iterations,Rasch analysis,and optimization,which may be applied to real exam questions.To determine the Grade3 kids’ present level of interdisciplinary knowledge integration,test papers were given out to the class.To determine the overall status of interdisciplinary knowledge integration and student group differences at the macro level,Rasch analysis is done on the test data.The characteristics of knowledge integration based on physics were described at the micro level by looking at how students performed on projects at various levels.Based on these traits,pertinent instructional ideas were suggested.The following are the study’s main findings:(1)There are three stages of integrating interdisciplinary knowledge: This study categorizes the degree of interdisciplinary knowledge integration into the following three levels using research on pertinent theories and literature:Level 1: Students can answer questions relating to many disciplines using their knowledge,but this information is independent of other students’ knowledge.Level 2: Students create links between several disciplines to create a networked structure.Level 3: Students can use integrated knowledge to new situations and transfer it.(2)The "interdisciplinary knowledge integration accomplishment exam" created for junior high school students has good reliability and validity,and each item can better cover the range of students’ abilities.The Rasch model offers a fresh viewpoint for reviewing the validity of test questions.(3)The level of interdisciplinary knowledge integration among junior high school students is generally poor,with only a small number of pupils attaining levels2 and 3,while the majority are at or below level 1.(4)Different groups have various levels of interdisciplinary knowledge integration,and important classes have much higher levels of interdisciplinary knowledge integration than ordinary classes do.(5)Physics-based interdisciplinary knowledge integration by middle school pupils exhibits experiential and single-disciplinary traits.(6)The poor level of students’ capacity to integrate knowledge across disciplines may be connected to their level of knowledge understanding.(7)Practical experience and interdisciplinary practical activities must be supported for students to build their ability to integrate information across disciplines.A fundamental prerequisite and development outcome for interdisciplinary practical actions is the capacity to integrate multidisciplinary information.This study established evaluation methods,attained extensive research data,conducted an evaluation study on students’ capacity to integrate interdisciplinary knowledge,and met its predetermined objectives.This study emphasizes the value of interdisciplinary practice and offers methodological references for physics teachers to evaluate their students’ interdisciplinary practice accomplishments.It also offers methodological suggestions for middle school physics teachers to cultivate students’ interdisciplinary knowledge integration ability.Yet,there are still flaws in the distribution of project complexity,sample selection,and other areas of the evaluation project’s design process.Yet,this study is deficient in qualitative research,which calls for follow-up investigation. |
