Physics Learning Theory

Author: Liang Shusen
Editor-in-Chief: Yan Jinduo
Publisher:
Publish Date: 1999-03-01
Features: Preface to the Series This series of books, starting from the publication of the first batch of "Mathematics Learning Theory" in March 1991, has now been in print for six years. If we count from the initial planning of the series in early 1988, it has spanned nine years. Today, teaching theory series for five major subjects—Mathematics, Physics, Chemistry, Chinese, and Foreign Languages—have been fully developed, with each subject consisting of six books totaling 30 volumes, titled "Modern Educational Theory Series for Disciplines." These millions of words form the theoretical foundation of basic disciplines and also constitute the core project and distinctive publishing feature of our press. It has taken nearly a decade to construct a comprehensive series of educational theories with Chinese characteristics. The twists and turns, joys and sorrows along the way are naturally beyond words. However, in terms of reflecting teaching reform achievements and serving teaching reforms, it is our bounden duty. From the perspective of shaping the publishing identity and culture of our press, it holds profound significance and great value. In the new historical period of reform and opening-up, what can sustain a publishing house? What can it compete with? What can drive its development? What can it contribute? The answers can be numerous, and strategies can be many. But fundamentally, there are at least two key pillars: one is the core project, and the other is renowned premium products. The core project represents the strategic layout of a publishing house, while premium products embody its soul and vitality. Their perfect integration forms the foundation of a press’s quality, credibility, reputation, and cultural sophistication. It is the basis for competition, the driving force for sustainable development, the core of cultural accumulation, and the fundamental guarantee for contributing outstanding culture to the people. Guided by such understanding and pursuit, we have published this series. Of course, there are also several other series. We look forward to the readers’ judgment. We embrace the market’s scrutiny. We yearn for the support of the education and theoretical communities. We will continue to strive as always, employing all means to offer more premium products for education, for the nation, and for the future.
Guangxi Education Publishing House
Book Description This book systematically studies the entire process of physics learning, revealing many important facts that reflect the laws of physics learning. Through the exploration of the relationships among these facts, it proposes the fundamental principles of physics learning and establishes a theoretical framework for physics learning based on axioms. This groundbreaking work in physics learning theory will influence all fields of physics education research and teaching practice. The author’s discussions on the essence of physics learning, the reception of physics learning content, cognitive models of physics learning, and the transformation of physics knowledge into abilities hold significant practical implications for guiding physics teaching and research. The book is well-structured, deeply argued, and supported by comprehensive survey results. It serves as a valuable reference for secondary and university physics teachers in teaching and research, as well as an elective textbook for physics education courses at higher education institutions.
Excerpt: Section 1: Overview of Learning
Definition of Learning Everyone learns, and everyone must learn. Learning is a crucial form of human activity and the dominant activity for students. Ancient Chinese educators offered many insightful analyses and profound discussions on learning. Confucius was the first to link "learning" (xué) and "practice" (xí). He said, "To learn and frequently practice is not a bad thing." The term "learning" (xuéxí) first appeared in the Rites of Zhou in the phrase "In the sixth month of summer, eagles learn to fly." In ancient times, "learning" referred to acquiring knowledge, while "practice" meant repeated exercises. The Shuowen Jiezi explains, "Practice (xí) means repeatedly flying." Birds, when first learning to fly, often practice flying repeatedly. Thus, the ancient Chinese concept of "learning" primarily referred to acquiring knowledge and developing skills.
In modern learning theory, learning is a broad concept—it is the process by which individuals and animals acquire behavioral experiences during their lives. Learning in humans and animals shares both similarities and fundamental differences. Generally, animal learning is unconscious, whereas human learning is primarily conscious. More importantly, animal learning is passively adapting to the environment, while human learning involves actively understanding and transforming the world. Additionally, human learning is a process of acquiring historical experience through social interaction with others, mediated by language, which is beyond the reach of animals. Human learning is complex and diverse. A child learning to recognize animals, use chopsticks, or understand etiquette is learning. Acquiring the skills to drive a car is learning. Scientists also learn during the process of invention and creation. Students’ learning in school is even more systematic, planned, and guided. It is difficult to provide a concise yet comprehensive definition of such a complex and diverse phenomenon, making it a long-standing debate with no definitive conclusion.
For the convenience of our research, based on a relatively prevailing view in recent years, we offer the following operational definition of learning: Learning is a relatively permanent change in behavior or behavioral potential that results from repeated practice and experience in life. When understanding this definition of learning, we should note the following:
① Learning is the result of experience; it occurs only through practice and experience, and thus largely depends on the environment and the events of individual-environment interaction.
② Learning is a behavioral change caused by postnatal experience and practice. Changes in behavior due to the development of physiological functions (growth) are not considered learning.
③ Learning is a relatively permanent change in behavior, generally referring to an improvement in behavior level. Temporary declines in behavior level due to factors like fatigue are not considered learning.
④ Learning includes changes in behavioral potential. Not all learning is reflected in overt behavior. However, changes in behavioral potential will eventually be expressed through actions, as actions convert behavioral potential into actual behavior.
⑤ Learning is indirectly measurable. For example, if a pre-test is administered to learners, followed by training, and then an immediate post-test, the difference between the pre-test and post-test reflects behavioral change. Of course, in measurement, it is important to control for the influence of factors other than training.
Section 2: Types of Learning
For this extremely complex phenomenon of learning, many scholars have classified learning from different perspectives, purposes, or needs, proposing various theories of learning types. Below, we introduce three influential theories of learning types.
1. Classification of Learning in Chinese Educational Psychology
A relatively consistent classification in Chinese educational psychology categorizes learning into four types based on different content and outcomes:
① Learning of knowledge, including perception and comprehension during knowledge acquisition;
② Learning of skills and their proficiency, primarily involving motor and action skills;
③ Learning of intellect, which focuses on the development of thinking abilities;
④ Learning of moral qualities and behavioral habits.