臺灣博碩士論文加值系統

本研究的主要目的是要探討解題成就、概念知識（力學概念）、數學技巧
、認知發展、問題表徵、解題策略及組織性等解題相關因素間的關係，同
時比較「解題高成就群」與「解題低成就群」學生解題行為的差異性。
本研究的樣本為185位高雄市高二自然組的學生，研究工具共有四種測驗
，分別為自行發展的力學問題測驗（MPT）、力學概念測驗（MCT）、數學
技巧測驗（MST）及Lawson 所發展的推理能力測驗。測驗所蒐集的資料，
經變異數分析（ANOVA）、t-test 及迴歸分析等統計處理之後，本研究的
主要發現如下：
1.經Pearson積差相關處理後發現解題成就與各相關因素間，都有顯著的
正相關。相關係數大小依序為問題表徵、力學概念、組織性、數學技巧
、認知發展、解題策略。
2.「解題高成就群」的學生在解題成就、力學概念、數學技巧、問題表徵
及組織性的表現上，優於「解題低成就群」的學生。至於兩組學生在認
知發展及解題策略的表現上，並無差異。
3.在解題過程中，女生的解題策略及解題過程組織性高於男生。至於在解
題成就、力學概念、數學技巧、問題表徵及認知發展的表現上，男、女
生並無差異。
4.經多元逐步回歸分析後發現最能預測解題成就的因素是問題表徵，其次
依序是力學概念、解題策略及組織性。
5.研究結果發現除了有20.6% 學生的認知發展仍然停留在過渡期的階段之
外，其餘學生都已達形式運思期。
6.認知發展達到形式運思期的學生，在力學概念及數學技巧的表現上優於
過渡期的學生。至於在解題成就、問題表徵、解題策略及組織性的表現
上，過渡期及形式運思期的學生表現無差異。

The main purpose of this study is to investigate the variables
involved in Physics problem-solving and to find the differences
of problem-solving behaviors between higher and lower achievement
problem solvers for senior high students .
Variables selected in this research consist of problem-solving
achievement,mechanics concepts,mathematical skills,cognitive
development,problem representation,problem solving strategy and
organization.
The subjects included 185 11th grade students.They were
randomly drawn from a science majored group of a senior high
school in Kaohsiung area.The assessed instruments totally
contained four paper-pencil tests,three of them were developed
in this research,the other adopted from Lawson''s Longeot test of
literature.The data were collected and analyzed by means of the
students'' written responses.
The major findings of this study were:
1.Problem representation,mechanics concepts organization,
mathematical skills,cognitive development and problem-solving
strategy were significantly related to problem-solving
achievement.
2.The higher-achievement problem solvers reached significantly
higher scores than lower-achievment provlem solvers did in
preblem-solving achievement,mechanics concepts,mathematical
skills,problem representation and organization.But there was
no significant difference between the two groups with regard
to cognitive development and problem-solving strategy.
3.There was no significant difference ,beyond the 0.05 level,
between boys and girls for all problem-solving variables
except the ones organization and problem-solving strategy.
4.Problem representation was the best for predicting
problem-solving achievement.
5.20.6﹪of subjects have not reached the formal operational
level of intellectual development.
6.Formal thinkers outperformed transitional thinkers associated
with mechanics concepts and mathematical skills.