Exploring the Cognitive Obstacles in High School Students’ Learning of Physics and Mechanics

Abstract

Physical mechanics, as an important part of high school physics, requires high demands on students’ logical thinking and analytical abilities. However, in practical learning, high school students often encounter many difficulties in the mechanics section. There are various thinking barriers behind this, which hinder their in-depth understanding and effective application of mechanics knowledge. This article explores the thinking barriers that high school students face in learning physics and mechanics from their perspectives. By analyzing the understanding of mechanical concepts, problem-solving processes, experimental operations, and other aspects, combined with specific examples, this study reveals the common forms of thinking obstacles and their causes in students’ learning of mechanics. At the same time, corresponding strategies to overcome thinking barriers were proposed to help high school seniors better grasp knowledge of physics and mechanics, and improve learning efficiency and grades.