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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

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

摘要


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.

並列摘要


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.

被引用紀錄


何慧怡(2018)。以問題解決歷程為核心之策略桌遊設計與成效探討〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2018.00522
羅筆韓(2014)。範例式問題導向學習策略對大學生邏輯解題表現的影響〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2014.00369
黃莉鈞(2013)。範例式問題導向學習策略中合作解題分組方式對大學生邏輯解題能力之影響〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2013.00448
邱佳慧(2010)。應用WebQuest於部落格平台進行問題解決教學之行動研究—以社會領域為例〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2010.00315
程臻寧(2009)。國小學童操作電腦樂高機器人問題解決學習歷程之個案研究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2009.01242

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