Diagnosis Of Misconception Of High School Students’ Physical Momentum Based On Four-Tier Diagnostic Test

In recently years,the process of education reform has been deepening,and concept teaching has become a crucial part of teaching.In physics,"concept" is the smallest unit of the whole knowledge system,and the interconnection between concepts can form complex physical laws and principles.In high school physics,there are many complex and abstract concepts in momentum,and students are prone to develop misconceptions,which are inconsistent with scientific concepts and hinder their understanding of new knowledge.For these reasons,this study selects the high school momentum section and focuses on the misconceptions.This study mainly focuses on the following questions:1.Are there any misconceptions in high school students’ understanding of the concept of "momentum" ?2.What are the specific misconceptions about the concept of "momentum" among high school students?3.What are the main reasons for high school students to develop the misconceptions of "momentum" ?To address the above issues,this study compiles the literature related to the concept of "momentum" at home and abroad,and then develops the content framework of the diagnostic tool for the misconception of momentum,develops the diagnostic tool for the misconception of momentum,determines the coding and scoring scheme of the test tool,test and revise the diagnostic tool,and prepares the outline of the interview,and finally develops the "Four-Tier Diagnostic Test for the Misconception of Momentum".Four-tier diagnostic test for the misconception of momentum was developed and used to analyze students’ answers to test questions and semi-open-ended interviews to understand their overall understanding of momentum concepts,summarize the causes of students’ misconceptions,and propose corresponding teaching suggestions.In this study,the research data were collected and processed with a sample of sophomore students from a high school in Guangzhou.The survey showed that the main misconceptions of students in the section of momentum are:(1)Momentum is a force;(2)Uniform linear motion does not change momentum equally per unit time;(3)The impulse of a soft object acting on another object is smaller;(4)The kinetic energy of an object that collides must change;(5)The momentum of an object must be conserved before and after a collision;(6)Two objects whose velocity directions are perpendicular to each other kinetic energy will not change after the collision;(7)No external forces in the horizontal direction of the system must be momentum conservation;(8)The total momentum of the parts of the bomb at rest after the explosion is not zero;(9)The explosion process system mechanical energy conservation;(10)Equal momentum of the bullets are colliding with different objects,the momentum of the objects must be equal;(11)Two objects stick together after the collision movement,the system mechanical energy conservation;(12)The forward momentum of the rocket is provided by the force of the air on the rocket.Combining student interviews,semi-open-ended tests,and theories related to educational psychology,this study analyzed the underlying causes of students’ misconceptions and summarized them as follows: Firstly,complexity and abstraction of concepts.Secondly,ambiguity about the meaning and applicability of concepts.Thirdly,negative transfer of knowledge.Fourthly,students’ subjective assumptions about problems.Finally,misleading life experiences.At last,this thesis combines information processing theory and constructivism theory to propose corresponding teaching suggestions from the causes of students’ misconceptions about the concept,hoping that it can serve as a reference for high school teachers when teaching momentum-related knowledge.