高中學生物理解題表徵因素之個案研究

A Case Study on the Factors of Representations for Physics Problem Solving in Senior High School

陳章正(Jang-Jeng Chen) ； 蘇明俊(Ming-Jun Su) ； 江新合(Shing-Ho Chiang)

《新竹教育大學教育學報》 25卷2期 (2008/12) Pp. 65-93

https://doi.org/10.7044/NHCUEA.200812.0065

摘要

本研究觀察一位物理解題明顯進步的高中學生，旨在探討解題的表徵因素及其與「高中物理解題教學模式(URORA)」的相關性。
本研究採用凱利方格搭配因素分析的方法，從文獻中萃取解題策略25項作爲方格的縱軸，個案學生自行分析的解題表徵有36項，經研究群審訂後，剩下28項，再歷經因素分析及信度考驗，修訂爲22項，作爲方格的橫軸，以萃取解題的表徵因素。爲瞭解解題表徵因素與URORA的階層關係，蒐集個案學生的解題原案（含熱學、光學、運動學、電學、磁學等解題原案，及自行整理的筆記、月考的解題等），針對原案中的解題階層進行分析。
本研究發現：
一、個案學生物理解題的四大表徵因素爲表達題意、引出概念、轉換物理量、歸納整理等；
二、個案學生的解題因素與URORA的解題階層相對應；
三、個案學生的物理解題歷程的轉變漸趨向URORA模式。建議從事高中物理教學的教師及其學生依URORA的階層性實施解題。

關鍵字

URORA模式 ； 高中物理解題 ； 解題表徵因素 ； 解題階層

並列摘要

This study observed a student whose performance in Physics in senior high school was improving dramatically. The purpose was to explore factors of representations for Physics Problem Solving (PPS), and the relationships with the PPS teaching model named URORA.
Kelly's Repertory grid technique was used to extract the factors. Through paper reviews, 25 solving strategies were elicited as vertical grids. And from the case student's problem solving, 28 solving representations were elicited as transverse grids. To realize the relationships between the factors of PPS representations and the strata of URORA, the student's writing during PPS were collected. The collectables included manuscripts of PPS in thermodynamics, optics, kinematics, electricity and magnetism, as well as his notes and answers from examinations.
The findings showed:
1) Factors of PPS representations are understanding, retrieval, option, and scheme.
2) The case student's PPS model is closely related to URORA.
3) The case student's PPS process had shifted toward the model of URORA.
We suggest senior high school teachers' teaching and students' learning PPS follow the strata of URORA.

並列關鍵字

URORA model ； Physics problem solving PPS ； Factors of PPS representation ； PPS strata

參考文獻

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