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A Study of the Factors Influencing the Process of Junior High School Students Science Problem Solving
|Issue Date: ||2014-02-18T02:34:03Z
The purpose of this research was to investigate the factors involved in the process of problem solving in junior high school students. To obtain a more indepth understanding of these factors, science teachers’ problem solving instruction and its correlation with students’ science problem solving performance was assessed. A qualitative research method was used for data collection and analysis. Data sources included classroom observations, interviews, and instructional documents. During the data analysis process, triangulation of data was used to verify findings and the results of the analysis were discussed with another researcher to corroborate conclusions. The result of this research indicate that the interviewed teacher’s science problem solving instruction primarily consisted of teaching students how to apply science formulas. Two major factors were involved in students’ science problem solving process: student factors and teacher factors. The student factors included understanding of scientific concepts, integration of scientific knowledge, interpretation of presented problems, and the students’ process of formulating the equation. With respect to the teacher, factors included instruction of the scientific concepts, problem types used during problem solving instruction, and problem solving methods emphasized during problem solving instruction. The students’ approaches to the integration of the content of the teacher’s instruction and their understanding of scientific concepts were different were t he primary factors determining whether students could successfully solve scientific problems. In addition, the students’ interpretation of the meaning of problems and subsequent formation of equations affected the quality of problem representation as well as the accuracy of the equation. Students’ science problem solving was strongly influenced by individual factors such as their ways of integrating scientific knowledge, and the types of thinking used during the problem solving process. However, the interviewed teacher’s problem solving instruction did not significantly help students improve their ability to solve complex problems. Therefor, science teachers must continue to try to create a context that can facilitate students’ learning of the methods and strategies of problem solving. In addition, to improve students’ ability to solve complex problems, individual student difference should be considered. It is suggested that a variety of teaching strategies wil1 be needed to successfully meet students’ need.
|Relation: ||科學教育, 9: 54-87|
|Appears in Collections:||[物理學系] 期刊論文|
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