• 作者： 張志康、邱美虹
• 作者服務機構： 國立台灣師範大學科學教育研究所
• 中文摘要： 本研究旨在發展「建模能力分析指標（ Modeling Ability Analytic Index，簡稱 MAAI）」，藉以檢核學生在建模時各階段的能力層次，並使教師更了解建模的內涵。在指標應用方面，MAAI不僅可用來設計建模試題，亦可建立能力分析編碼表，以分析學生的建模能力。在實徵研究方面，研究者選擇「電化學」為主題，探討 79位高一學生在建模試題上的整體表現。研究結果顯示： (1)學生的建模能力偏低，此結果與 Hestenes（1992）的觀點相呼應； (2)學生的建模能力與在校理科分數、建模能力與在校學業成績，兩兩間的相關均達顯著（p < .05）；(3)低分群學生其建模能力與在校學業分數無顯著相關，但卻與在校理科分數有顯著相關。因此，學生的建模能力與科學學習有關，教師若能善加運用 MAAI，了解學生的建模能力，將可設計有效的教學活動以促進學生的科學學習。
• 英文摘要： This study intended to develop the “Modeling Ability Analytic Index (MAAI)” for assessing students’ modeling ability at different stages, and planed to make teachers understand the meaning of modeling well. In the application of index, not only can MAAI be used to design modeling assessment tools, but also it can be used to design corresponding coding scheme to investigate students’ modeling abilities. In our empirical study, we used the topic of electrochemistry to analyze 79 senior high school students’ modeling abilities after they took the modeling test. The research findings suggest that: (1) Students’ modeling ability was categorized low. The result was almost the same as Hestenes’ research (1992). (2) The students’ modeling ability had significant correlation with their achievement in science subjects and academic achievement. (3) For low-achieving students, their modeling ability had no significant correlation with their academic achievement, but had significant correlation with their achievement in science subjects. Therefore, we considered that modeling ability is an important foundation of learning science. If teachers use MAAI more often, than it will help students learn science better.
• 中文關鍵字： 建模、建模能力分析指標、模型
• 英文關鍵字： MAAI, Modeling, Model