• 作者： 邱美虹
• 作者服務機構： 台灣師範大學科學教育研究所
• 中文摘要： The purpose of this study was to examine the differences in students' ability to solve algorithmic problems and their conceptual understanding of questions in chemistry. Seventy-six eleventh graders were involved in this study. The results revealed that the students' performance in these two categories were significantly different. Students did significantly better solving algorithmic problems than they did understanding conceptual questions (p<.0001). These results were consistent with other research in this field. However, we found that not many students were considered good problem solvers yet poor conceptual thinkers. Most of students were considered both good problem solvers and good conceptual thinkers. In other words, when we categorized students by their performance on algorithmic problems and by their understanding of conceptual questions our results were different from other studies. One of the contributions of this study was to combine quantitative and qualitative analysis of students' performance. The implications for chemical education will be discussed in this paper.
• 英文摘要： 本研究之目的是在探究學生在化學學習上算則問題解決和概念理解的表現之關係。研究對象是台北市某高中七 十六位二年級已學過本研究擬測試內容的學生。研究結果指出，學生在問題解決與概念理解的表現上有顯著差異（P <.0001）。換言之，學生在算則問題解決的表現要優於他們在概念理解上的表現。這樣的結果與國外類似的研究結 果具有一致性。雖是如此，但本研究發現具高解題成就而低概念理解者並不多。大部分的學生不僅是能解算則式的 問題，同時他們也擁有正確的化學概念，這樣的結果與國外的結果呈現不一致處。由於先前相關研究大都是量的分析，本研究除採量的統計外，並進行質的分析來比較學生的表現。最後，本文亦提出有關化學教學的意涵及建議。
• 中文關鍵字： problem solving, conceptual understanding, chemistry
• 英文關鍵字： --