專家與生手的解題後設認知研究

The Research of Metacognition in Physics Problem Solving of Junior High School Teachers and Students

林頌恩(Son-Ion Lin)

《科學與教育學報》 1期 (1997/05) Pp. 1-18

https://doi.org/10.6449/JSE.199705.0001

摘要

本研究的目的係藉由觀察專家與生手的解題歷程，探討專家與生手，在物理解題「瞭解問題」、「計劃」、「執行」、「驗證」等階段上「後設認知」運作的層面，有何不同？
本研究採「放聲思考／晤談」做為探討解題歷程的技術。由研究者設計能凸顯解題者後設認知運作的物理試題，並以錄音及錄影的方式記錄解題者放壁思考的解題過程，視為原始資料，經轉錄等處理方式，完成原案。為了增進原案分析時結果的可靠性，本研究在解題者解完試題後，立刻邀請解題者一同觀看其解題歷程的錄影資料，要求解題者對解題時的想法及克服解題困難的情形加以說明，並且加以錄音，以澄清解題者的後設認知活動。

關鍵字

後設認知 ； 解題 ； 專家 ； 生手 ； 放聲思考

並列摘要

The purpose of this study was to explore the differences of metacognitive behaviors in physical problem solving between experts and novices.
The subjects of this study were 2 junior high school teachers who teach physics and 3 students in ninth grade which have passed the acquisition knowledge present. One physical problem solving task was individually administered to the subjects; the subjects solved the problem with the “thinking aloud” method. The problem solving session was audio-and-video-recorded and was followed by an interview. During the interview the investigator asked for explanations of unclear or silent segments. The tapes were then transcribed into verbatim protocols and were parsed in to four stages: “understanding, planning, execution, and verification” which was developed by the investigator.

並列關鍵字

metacognition ； problem solving ； expert ； novice ； thinking aloud