| Summary: | 碩士 === 國立高雄師範大學 === 科學教育研究所 === 83 === According to post-positivism and cognitive psychology, the
processes of knowledge restructuring include all the processes of
「knowledge balance ↹ knowledge unbalance」. To understand
these restructuring characteristics, six high school students
were investigated by this study as to how they solve the
magnetic anomalous problems. The major objectives of this study
are as following:
1.To investigate characteristics of thinking processes while
students solving anomalous problems.
2.To investigate the suitability of reference points created by
this study for the purpose of analyzing the processes of
knowledge restructuring.
3.To investigate the response characteristics of high school
students while they deal with anomalous problems.
To achieve the objectives, six high school students including
ten and eleven grades were selected from Kaoshuing City. The
Piaget''s clinical exploration method was adopted by this study
to induce personal cognitive conflict. Furthermore, the method
of thinking-aloud was also adopted to collect knowledge
restructuring data. Nine reference points, such as:
「conception-balance」、「conception-temporarily-balance」、
「testing」、「conjecture」、「assumption」、「inference」、
「retrospection」、oubting」, we are created in this study to
analyze the research data.
The results of this study are as following:
1.The ability of scientific process is an important mechanism in
knowledge restructuring.
2.Comprehending problems are the first step to knowledge
restructuring.
3.The ability of inference is a bottleneck in knowledge
restructuring.
4.The nine reference points proposed in this study works well in
analyzing the characteristic of knowledge restructuring.
5.Rejecting is a usually responding characteristic in knowledge
restructuring.
6.Reinterpreting is an always responding characteristic in
knowledge restructuring.
7.Theory change is the most important responding characteristic
in knowledge restructuring, but it is also a rare process.
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