The 2022 edition of the compulsory education science and physics curriculum standards emphasizes the process of constructing concepts and promotes students'understanding of abstract concepts. Learners' preconceptions in physics often have characteristics such as solidification, concealment, and difficulty in changing. It is particularly difficult to form a scientific concept of physics, and physics teaching often helps learners change their erroneous preconceptions to achieve conceptual change. This study first elaborates on the theoretical perspective of conceptual change, and conducts a deep analysis from three categories of erroneous concepts, conceptual classification theory, and non conceptual change theory. Further pointing out the three typical models of conceptual change, namely conceptual change model, cognitive reconstruction knowledge model, and dynamic model of conceptual change. Finally, a physics teaching strategy for conceptual change is proposed, including designing refutation texts, providing attribute teaching, computer science modeling, accurately presenting data, and consolidating cognitive motivation.

Modeling as an important way of scientific thinking is one of the key literacies of the Compulsory Physics Curriculum Standards(2022)Edition. An assessment framework was constructed based on the structure of scientific modeling competence and related assessment theories, and model construction and use, model comparison, revision and calibration, metacognitive knowledge of the modeling process and Meta-modeling knowledge were identified as the components of physics modeling competence. Based on the framework, an assessment tool was developed, empirically tested on 373 junior high school students, and the quality of the tool was examined and data analyzed using the Rasch model. The study shows that the assessment tool has good reliability and validity. The assessment results show that the physics modeling ability of junior high school students is generally in the lower middle level, there is no significant difference between boys and girls in physics modeling ability, and there is a significant difference between the physics modeling ability of students at different academic levels.

The inhibitory perspective of conceptual change suggests that appropriate repetitive training is necessary in teaching. We used event-related potential technology to record the EEG data of learners performing repetitive intuitive or counterintuitive tasks, in order to investigate the brain processes activated by “repetition” tasks and thereby infer the impact of “repetition” on science teaching. The results showed that there were no significant differences in the amplitudes of N2 and LPP under all stimulus conditions, and repetitive stimulation could not trigger an inhibitory process. When teaching scientific concepts, teachers should be aware of the importance of prior knowledge and maintain appropriate and effective repetition, recognizing the duality of repetitive learning and the importance of retrieval for the generation and retention of learning and memory.