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Frontiers in Educational Research, 2023, 6(9); doi: 10.25236/FER.2023.060910.

Transitioning from "Knowledge" to "Concept" in Problem Scenarios


Yong Wang

Corresponding Author:
Yong Wang

Weiyu High School, Shanghai, China


In current physics education, physics knowledge and physics concepts are both interconnected and distinct, which is a fact that is often overlooked by front-line educators. Based on the analysis and evaluation of Teacher Sang's lesson "Senior High School Physics Review: Energy Concept", this paper clarifies physics concepts and physics knowledge, and summarizes their relationship. It provides teaching suggestions for transitioning from "knowledge" to "concept" in accordance with the new curriculum standards and effectively fostering the development of students' physics concepts.


Physics concepts, Physics knowledge, Energy view

Cite This Paper

Yong Wang. Transitioning from "Knowledge" to "Concept" in Problem Scenarios. Frontiers in Educational Research (2023) Vol. 6, Issue 9: 54-58. https://doi.org/10.25236/FER.2023.060910.


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