Title

我國高一學生的問題解決能力與其科學過程技能之相關性研究

Translated Titles

Exploring Interrelationship between Problem-Solving Ability and Science-Process Skills of Tenth-Grade Earth Science Students in Taiwan

DOI

10.6173/CJSE.2000.0801.02

Authors

張俊彥(Chun-Yen Chang);翁玉華(Yu-Hua Weng)

Key Words

中等教育 ; 問題解決能力 ; 科學過程技能 ; Secondary Education ; Problem-Solving Ability ; Science-Process Skills

PublicationName

科學教育學刊

Volume or Term/Year and Month of Publication

8卷1期(2000 / 03 / 01)

Page #

35 - 55

Content Language

繁體中文

Chinese Abstract

The purpose of this study was to determine the relationship between tenth-grade students' problem-solving ability and their science-process skills. The sample consisted of 153 tenth-grade students enrolled at four senior high schools in the Taipei area. The investigations employed both quantitative and qualitative methods. The quantitative methods utilized correlation statistics to determine the relationship between these two abilities while the qualitative methods involved semi-structured interviews to explore the relationships in more depth. The Problem-Solving Ability Test (PSAT), Science-Process Skills Test (SPST), and the Footprint Fossil Interviewing Question were used to assess students' respective ability and skills. The Pearson product-moment correlation and t test were used to examine data quantitatively while the Flander's system was employed to analyze qualitative data. Quantitative analyses indicated that a significant correlation existed between students' problem-solving ability and their science-process skills (r=0.35~0.57, p<.01). In addition, significant mean differences were found on the students' skills of data interpretation, observation, and hypothesis formulation between higher-ability and lower-ability problem solvers (p<.01). Moreover, the qualitative analyses revealed that higher-ability problem solvers performed better on problem solving processes than lower-ability problem solvers. The results suggest that incorporating problem-solving activities and science-process skills into instruction might be used as a primary vehicle to improve students' problem-solving abilities.

English Abstract

The purpose of this study was to determine the relationship between tenth-grade students' problem-solving ability and their science-process skills. The sample consisted of 153 tenth-grade students enrolled at four senior high schools in the Taipei area. The investigations employed both quantitative and qualitative methods. The quantitative methods utilized correlation statistics to determine the relationship between these two abilities while the qualitative methods involved semi-structured interviews to explore the relationships in more depth. The Problem-Solving Ability Test (PSAT), Science-Process Skills Test (SPST), and the Footprint Fossil Interviewing Question were used to assess students' respective ability and skills. The Pearson product-moment correlation and t test were used to examine data quantitatively while the Flander's system was employed to analyze qualitative data. Quantitative analyses indicated that a significant correlation existed between students' problem-solving ability and their science-process skills (r=0.35~0.57, p<.01). In addition, significant mean differences were found on the students' skills of data interpretation, observation, and hypothesis formulation between higher-ability and lower-ability problem solvers (p<.01). Moreover, the qualitative analyses revealed that higher-ability problem solvers performed better on problem solving processes than lower-ability problem solvers. The results suggest that incorporating problem-solving activities and science-process skills into instruction might be used as a primary vehicle to improve students' problem-solving abilities.

Topic Category 社會科學 > 教育學
Times Cited
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