The measuring instrument of primitive physics problem for junior high school students: Compilation and Research

By  Hongjun Xing, Wenhui Gong, Peng Wang, Yanfang Zhai, Yuping Zhao
Received: 2020-8-26 / Accepted: 2020-12-19 / Published: 2021-6-14
PDF Main Manuscript (851.05 KB)  DOI:
Abstract Problem representation in this specific domain have raised greater attention in the past years. In mainland of China, research of the primitive physics problem teaching has been developed in the physics education domain recently. This study proposes six representations in the process of solving problems for middle school students, including abstraction representation, assignment representation, image representation, physics representation, methodology representation and mathematics representation. The measuring instrument for K-9th grade primitive physics problems was developed according to previous research and the principle of “Objectively Evaluating Subjective Questions”. The participants were 113 grade nine students in mainland China. The result of confirmatory factor analyses conform to the effectiveness of the measuring instrument. A weak correlation between the measuring instrument of primitive physics problems and Lawson’s Classroom Test of Scientific Reasoning (LCTSR) was found. Therefore, we believe that the primitive physics problem solving ability is a special ability which is different from the general reasoning ability. This study demonstrates that using the measuring instrument for K-9th grade primitive physics problem to measure students’ ability of problem solving is promising. [More...]

A Comparative Study of RTOP and Chinese Classical Classroom Teaching Evaluation Tools

By  Dazhen Tong, Hongjun Xing
Received: 2020-8-31 / Accepted: 2021-4-6 / Published: 2021-6-16
PDF Main Manuscript (433.61 KB)  DOI:
Abstract The new round of basic education curriculum reform in China recently will inevitably bring about the reform of classroom teaching. To find a method of testing the reformed classroom teaching effect so that it follows the new curriculum reform is a problem that needs to be solved urgently. On the basis of examining the evaluation concept and application of the "Reformed Classroom Teaching Observation Protocol (RTOP)" originated in the United States, we test the appropriateness of RTOP in China's classroom teaching evaluation environment from both qualitative and quantitative perspectives, with good results. By comparing the advantages and disadvantages of RTOP and China's "Toshiba Cup Scoring Table", it is found that RTOP can provide guidance for the transformation of classroom teaching evaluation concepts and the development of evaluation tools in the context of China's new curriculum reform. [More...]

Assessment of Student Learning of Operational Procedures in Electromagnetism

By  Yikun Han, Qiaoyi Liu, Feipeng Pi, Lei Bao
Received: 2021-4-29 / Accepted: 2021-6-14 / Published: 2021-6-17
PDF Main Manuscript (678.13 KB)  DOI:
Abstract In the Chinese high school physics curriculum, three operational procedures are introduced in electromagnetism, namely right-hand grip rule, left-hand rule, and right-hand rule. This often led to confusion for student to differentiate these rules, and thus often focus on the surface characteristics of the problem or be misled by unrelated details. This study adopts the conceptual framework representation to model student understanding, and use it to guide the design of an assessment test on operational procedures in electromagnetism. The conceptual framework maps out the key concepts and their connections within a student’s knowledge structure. In this study, an assessment tool of operational procedures in electromagnetism was developed and tested among Chinese high school students and college freshmen. Based on the testing results of the assessment, students have memory behaviors when using the right-hand grip rule, the left-hand rule and the right-hand rule, and students’ understanding of electromagnetism can be summarized into three progression levels including novice-like, intermediate-mixed, and expert-like. Therefore, in order to help students develop integrated knowledge structures and deeper understanding, the cross product is an important central idea that needs to be emphasized in instruction. [More...]