| Summary: | 碩士 === 國立高雄師範大學 === 科學教育研究所 === 91 === This research is aimed at ascertaining the internal mechanisms involved in the thinking processes of grade 12 students. It includes: misconceptions that students might have, causes of misconceptions, various types of thinking processes, thinking processes, characteristics of thinking processes, and characteristics of and differences between the two students being studied. This particular research is carried out by means of purposeful sampling, picking out two grade 12 students as subjects of this study. The method that the researcher employed is a specially designed mechanism called the POE strategic interview, a combination of the POE strategy and the essence of thinking aloud. The Vertical Simple Harmonic Motion concepts taken from high school physics text book was chosen as the exemplar. Conclusions drawn from this research are as follows:
In Vertical Simple Harmonic Motion related concepts, five major sources responsible for the causes of misconceptions of students are as follows: 1. Influence by gravitational pull of counterpoise; 2. Draw analogy with horizontal simple harmonic motion; 3. Direction of the resultant of forces, which is the direction of motion; 4. Cognitive inexactitude of topic hypothesis; 5. Reasoning explanation based on misconceptions. The thinking processes of the two students being studied are categorized into seven types: 1. Appearance of major misconceptions; 2. Conceptual rationalization; 3. Inability to resolve problems; 4. Going from uncertain to certain about concepts; 5. Concept change; 6. Derivation of correct and complete concepts; 7. Concept confusion.
The 12 characteristics of the thinking processes of the students being studied are as follows: 1. Misconception from intuition, thus creating a “intuition à doubt à intuition à undergo logical reasoning explanation à doubt à intuition” type of a looping model. 2. One of the reasons why misconceptions are so unshakable in their existence is that intuition-induced concepts can also be used to confirm some of the uncertain concepts. 3. Any mistaken analogies or recalled images from memory and negligence of the boundaries of topic hypothesis would be the causative agents for misconceptions. 4. Students, for the sake of protecting misconceptions, would directly bring up their rationalized explanation based on the concept induced by intuition when conflict is mild. But if they were strongly opposed, then they would improvise their impression of the theory in their memory or try to guesstimate and hypothesize a concept that would reinforce the two extremes of the conflict points to undergo rationalization. 5. When students encounter unfamiliar questions and scenarios or undergo explanation for new concept change, they would uncontrollably draw mistaken analogies or associations, thus creating concept confusion. 6. When students set their misconceptions as the foundation to undergo organization and reasoning, then judge and decide two different but similar concepts independently to produce strong conflicts induced by different results or conflicts that could not be rationally explained would clog up the thinking processes and create extreme confusion. 7. Accustomed to a one-sided, linear thinking or a calculating method to resolve problems would lead to inability to resolve a problem, thus creating doubts and clog-ups or concept confusion in the thinking processes. 8. Sufficient old knowledge in the memory when combined with re-directed thinking perspective and then undergoes guesstimation is helpful to students to go from uncertain to certain about a concept. 9. One of the main reasons for concept change is this: Students start doubting the rationality of the misconceptions of oneself and bring up key questions. 10. Two relatively easy ways to induce the students to perform concept change: 1. Integrate previously neglected topic hypothesis into the criteria of phenomenon prediction; 2. Through direct observation to see the irrationality behind the formation of misconceptions. 11. The thought process involved in the concept change has its intricacies. Students have the tendency to return to support the misconceptions after having corrected to the new and correct concepts, for the simple reason of feeling unfamiliar with the new concepts. 12. After numerous concept confusions, unresolved problems and uncertain-to-certain sort of complex thought process, students would then have a segment of correct and complete concepts in the thinking processes.
Whereas student code-named S1 in the case study reflects better logical reasoning and critical thinking skills, student code-named S2 tends to lean more toward a cognitive approach. In conclusion, POE strategic interview has proven itself to be effective in aiding students’ thinking processes.
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