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題 名 | 以類比思考成分探討國二學生在有類比物教學後有關速度與加速度之解題思考現象=The Investigating Problem Solving Phenomenon on the Analogical Reasoning Components for the Eighth Graders after an Analogical Instruction of a Unit Related to Velocity and Acceleration |
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作 者 | 徐順益; | 書刊名 | 科學教育學刊 |
卷 期 | 7:4 1999.12[民88.12] |
頁 次 | 頁315-341 |
分類號 | 523.5333 |
關鍵詞 | 解題; 類比思考成分; 速度; 加速度; Problem solving; Analogical reasoning components; Velocity; Acceleration; |
語 文 | 中文(Chinese) |
中文摘要 | 關於類比解題的研究,討論最多的是提出一源問題並給予解題的方法和答案,然後 再給受試者一個目標問題,去看類比轉移的現象。然而,在科學教室或實驗室裡,若所遭遇 到的問題是屬複雜的或有系統性時,學生如何於潛藏的類比物的先備知識中,自發性的切入 有用的類比物來解決問題呢?而從切入類比物到解決問題所經歷的過程和學科知識的互動 又如何呢? Sternberg和Ketron(1982)所提出的類比思考成分理論,即類比思考包含有編碼、推論、映射、 應用與反應等五個步驟。然而Novick(1988)則認為類比解題思考轉移可區分為四個步驟,即 問題表徵確認,搜尋╱檢索,映射,以及適應等。這些皆屬一般性的理論,而事實上,從一 個領城類比轉移到另一個領域時,在各思考步驟上所產生的許多與學科知識內容互動的現象 卻少有文獻提及。 本研究綜合Sternberg和Ketron及 Novick的類比思考模式,發展一個以速率為源領域,用以教 授加速度的類比教材,並引導國二學生以類比思考的方式學習,然後探討學生於解決一系列 的速度(源教材)及加速度(靶教材)的問題時,如何切入先備知識、源領域知識或應用源問題 來幫助解題。本文中樣本使用大聲想╱晤談的方式,分別就個案受試者於整個解題過程作系 統分析,然後再從低能力者到高能力者的類比解題特徵作橫向比較分析,並以確認、檢索、 映射、及評估的步驟來呈現類比思考的解題特性。在本文中檢視個案樣本的解題思考策略 時,對類比教材的設計及教學,發現一些有意義的啟示亦一併被討論。 |
英文摘要 | Large numbers of studies have been investigating the transfer affects of analogical reasoning of problem solving that the source problems and its solving procedures were given and then following by the target problems. However problems raised from students in the science classes or laboratories would be hinted without source analogies. How could the students access appropriately and effectively to the potential source analogies existing already in their prior knowledge? The componential analogies reasoning theory that the components were included encoding, inference, mapping, application and response was proposed by Sternberg et al (1982). It is not very clear to explain the processes of reasoning for the spontaneous accessing the potential source analogies existing in the individual's prior knowledge. The purpose of the study is to investigate the analogical reasoning processes of problem solving after the instruction of a unit developed by bridging analogies. The protocols of thinking aloud and interviews were administered to the eighth graders who were selected from the less able to the able based on the scores of prior knowledge and logical reasoning tests. The individual subject's processes of problem solving were analyzed. In contrast to the Sternberg's theory this study tended to argue that the analogical seasoning components would be included problem representation identification, retrieval, mapping, and evaluation. Some findings come out with the reasoning components analyzed also be discussed. |
本系統中英文摘要資訊取自各篇刊載內容。