吳心楷Wu, Hsin-Kai蘇毅中Su, Yi-Chung2019-09-052017-06-302019-09-052016http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060145026S%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/104514本研究旨探討高中學生面對不同層級與不同表徵的物理試題其解題取向及表現。研究資料來源為自行設計的物理測驗試題和空間能力測驗。物理測驗試題為計算題，物理測驗試卷為兩種層級（高層級與低層級）與兩種表徵（文字與圖片）的試題交叉構成，共四種版本。依學生對試題的解題內容分為兩類取向：運動學取向與能量守恆取向。研究對象為大台北地區兩間學校的高二學生，共6個班級150人，試卷於班級內隨機分配，學生依空間能力測驗分為高、低空間能力兩組。 研究結果顯示，學生面對低層級的試題，傾向使用運動學取向解題，且使用運動學解題較易得到分數；而面對高層級的試題，學生傾向使用能量守恆取向解題，且以此取向較易得到分數。當學生面對不同表徵的試題，其解題取向皆以運動學取向解題為主。而不同空間能力的學生沒有特定的解題取向傾向。學生在物理解題時常見的錯誤可分為「與物理概念有關」、「與物理概念無關」兩大類，可細分為9項，其中「忽略系統完整受力」、「物理公式錯誤」此兩項在所有錯誤類型中佔所占比例最高，此兩類屬於與物理概念有關的錯誤類型。 本研究顯示學生對於物體運動的相關物理試題，大多數情況顯示學生傾向使用運動學進行解題。然而學生不論使用何種解題取向，須協助學生物理系統的分析與物理量的使用。This study aims at investigating high school students’s problem-solving approaches when they solved physics problems at different levels and with different representations. Research sources were a self-designed physics problem-solving test and spatial ability tests. The physics test included open-ended questions and was designed in four versions by two levels (high-level and low-level) and two representations (text and diagram). According to the students' answers to the questions, two problem-solving approaches were identified: kinematic and energy conservation. A total of 150 students from six physics classes of two senior high schools in the Taipei area participanted in the study. The students were then divided into the high and low spatial ability groups by their scores of the spatial ability test. The results showed that when solving the low-level questions students tended to use the kinematics approach and performed better than those who used the energy approach. On the other hand, when facing the high-level questions, students tended to take the energy approach which was more effective than the other approach. Additionally, problem representations did not affect students’ problem-solving approach and for either one of the representations, a majority of students used the kinematic approach. The levels of spatial ability also did not influence students’ problem-solving approaches. Finally, the common errors students made in physics problem-solving could be categorized into 9 types. Among them, two of the most frequent ones were “ignoring the forces of the system” and “using wrong physical equations” and associated with students’ understandings of physics concepts. This study suggests that Taiwanese high school students tend to take the kinematic approach when they face physic problems related to the movement of objects. However, no matter which approach is used by students, attention needs to be paid to how students analyze the forces of the system and whether they correctly use physics equations物理解題表徵空間能力迷思概念physicsproblem solvingrepresentationspatial abilitymisconceptions