RESEARCH ON THE COGNITIVE LEVEL OF STUDENTS’ PERCEPTIONS OF PHYSICS MODELS AND MODELING MECHANISM IN CHINESE HIGH SCHOOLS

Jingying Wang; Yue Zhang; Weizhao Shi

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RESEARCH ON THE COGNITIVE LEVEL OF STUDENTS’ PERCEPTIONS OF PHYSICS MODELS AND MODELING MECHANISM IN CHINESE HIGH SCHOOLS

Title	RESEARCH ON THE COGNITIVE LEVEL OF STUDENTS’ PERCEPTIONS OF PHYSICS MODELS AND MODELING MECHANISM IN CHINESE HIGH SCHOOLS
Publication Type	Journal Article
Year of Publication	2016
Authors	Wang, J, Zhang, Y, Shi, W
Journal	Journal of Baltic Science Education
Volume	15
Issue	2
Start Page	204–215
Pagination	Continuous
Date Published	April/2016
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 1202147
Keywords	cognitive level, modeling mechanism, physics model, scientific model
Abstract	Scientific model has been advocated as a central role of teaching in science education reform all over the world, with the critical method to achieve one of the goals of science education to promote scientific models and modeling. To find the students’ perceptions of cognitive level of physics models and their modeling mechanism, firstly, research progress in scientific models and modeling are summarized. Then, 39 experts and 8 researchers are chosen to do the three-stage questionnaire and interview, and 1576 students are selected from junior high school and 1625 students from senior high school to do the empirical study. The classification and cognitive level of physics models perceived by high school students have been founded as well as the influence on schools and regions. Finally, regression analysis on the model construction process of students is conducted. The result shows the cognitive level of scientific models held by students, appeared in Chinese national curriculum standards and national examination requirements are equivalent, but there are also some differences among students’ learning, curriculum standards and examination requirements. A specific classification of the models based on the comprehensive understanding systems is conducted, and the impact on learning among different schools and regions and inherent relationship on the cognitive level of physics models are founded.
URL	http://oaji.net/articles/2016/987-1481917063.pdf
DOI	10.33225/jbse/16.15.204
Refereed Designation	Refereed
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