高一學生遺傳學解題表現與解題策略之研究

本研究依台北地區395名高一學生在「遺傳學學習成就測驗」的評測結果，從中選出10位具不同遺傳學學習成就的學生，以放聲思考的方式進行「遺傳學解題測驗」。經原案分析後，探討其遺傳學解題表現、解題策略及其在解題過程所出現之遺傳學迷思概念。研究結果顯示，遺傳學學習成就較好的學生其遺傳學解題表現與解題策略均較學習成就較差者為優。解題表現較好的學生所使用的解題策略屬推理取向，其領域一般性解題策略包括：「轉移」、「驗證假說」、「先考慮最簡單的情形」與「回溯檢查」等項，而領域專門性解題策略則有：「能辨識遺傳學上的比例關係」、「正確設計基因型」等項。解題表現較差者傾向於使用目標導向的解題策略，未能使用如解題表現較好者之領域一般性解題策略。其領域專門性解題策略包括：「使用不同符號代表同一基因型」、「符號的意義產生混淆」與「使用錯誤的遺傳學詞彙」等項；其所出現的迷思概念主要在「機率在遺傳學上的應用」、「性聯遺傳」與「基因型設計」等方面。高一學生的遺傳學解題模式與教科書中所介紹的內容，大致相似。

關鍵字

高級中學；遺傳學知識；遺傳學解題表現；遺傳學解題策略

並列摘要

Based upon the results of the Test of Learning Achievement of Genetics, ten students with different achievement were selected from 395 tenth graders in the Taipei area. All the students took the Problem Solving Test of Genetics using a think-aloud method. An analysis of the interview protocols for the ten students revealed their performance and strategies of problem solving in genetics relationship between the knowledge of genetics and problem solving in genetics, and the genetics misconceptions. The domain-general problem-solving strategies utilized by the better problem-solver included shifting, justifying hypotheses, considering simplest condition first, and checking results. The domain-specific strategies utilized in solving problems included deigning genotype symbols correctly and recognizing the proportional relation commonly used in genetics. Contrasted with the reasoning strategies of better problem-solvers, the poor problem-solvers tended to use goal-oriented strategies as the better problem-solvers did. They domain-specific problem-solving strategies utilized by the less able problem solver were using different genotype symbols to represent same traits, confusing the meaning of genotype symbols, using incorrect terms. The misconceptions possessed by them were in the areas of the application of probability in genetics, sex-linkage, and designing genotype. The problem-solving model that the ten students revealed in this study was consistent with what had been proposed in the textbook.