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
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Date
2000-03-01
Authors
張俊彥
翁玉華
Journal Title
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Publisher
花蓮市：中華民國科學教育學會
Abstract
本研究的目的在探究目前我國高中生的問題解決能力以及其與科學過程技能之相 關性。研究對象為就讀於臺北縣市四所高中之153位高一學生。本研究採用相關研究法的 實驗設計（correlation design）來試著了解學生之問題解決能力與其科學過程技能之間的相 關性；並輔以半結構式（semi-structural）的晤談方式，來深入探究高一學生問題解決能力 的特質。「問題解決能力測驗」、「科學過程技能測驗」、與「腳印化石晤談工具」等 三項為本研究使用之評量工具。量的分析方式為皮爾遜積差相關及T考驗，而質的分析方 面則引用Flander's system的分析模式。量化研究結果發現：高一學生之問題解決能力與其 科學過程技能的表現達顯著之中度相關（r=0.35~0.57，p<.01），且高、低問題解決能力不 同者在解釋資料、觀察、及形成假設等科學過程技能表現上皆有顯著的差異（p<.01）。 質性數據分析結果亦顯示：問題解決高、低能力不同者在「問題解決的思考流程」上有顯 著的不同。據此，研究者建議科學的教學應融入問題解決活動與科學過程技能的運用，使 學生藉由探究活動的過程，提昇他們的問題解決能力。
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 enrol1ed 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.
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 enrol1ed 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.