| Summary: | 碩士 === 國立新竹教育大學 === 應用數學系碩士班 === 97 === This paper aims to analyze the sixth-grade students’ knowledge structure of speed concepts by using the methods of Concept Advanced Interpretive Structural Modeling (CAISM) and Similarity-Based Robust Clustering Method (SCM). There are 596 sixth-grade students in Taichung were tested by self-designed speed concepts test, and these students were classified into 5 groups via SCM. Then the researcher explores the individualized speed conceptual structures and compares the CAISM graphs’ characteristics and differences between these groups and the examinees who got the same total scores but different response patterns. Furthermore, we explores the differences of the CAISM graph among 5 groups and between each group and expert. The results are listed as follows: (i) CAISM can efficiently represent the speed concepts and analyze the conceptual structures; (ii) the students’ speed conceptual structures and problem-solving strategies are different among these groups; (iii) according to the individualized CAISM graph of speed concepts, the information of the links among concepts can provide the references for remedial instruction; (iv) the examinees who got the same total scores but different response patterns are different on concepts' mastery degree and problem-solving strategies; (v) most of the CAISM graph among these groups are significantly different, and teachers can implement group teaching properly by utilizing the groups whose graphs are significantly different; (vi) the CAISM graphs between each group and expert are significantly different, and it shows that the sixth-grade students are unfamiliar with the speed concepts. Furthermore, these results can help teachers to realize the students’ knowledge structure of speed concepts and provide the information about remedial instruction or group teaching.
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