The effect of how context influences junior high school students' types for mental model of problem solving-Take basic mechanics for example

• Main Author: 何金庭
• Other Authors: 劉嘉茹
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/58533p

碩士 === 國立高雄師範大學 === 科學教育研究所 === 103 === This research aims to investigate the effect of how context influence junior high school students' types for mental model of problem solving. This research developed two conceptual questionnaires of basic mechanics-related. One is knowledge concept questionnaire and the other is situational concept questionnaire. Both questionnaires were checked by six experts of this field to confirm that the same question in both questionnaires tested the same concept of basic mechanics. The subjects of this study were 75 students studying in a junior high school in the countryside in the Taichung City. The purpose of this research is to investigate the difference between students’ performance in both questionnaires. Based on the score of mid-term exam. Subjects were divided into three groups, high-achievement group, middle-achievement group and low-achievement group to investigate the types for mental model of problems solving in both questionnaires. In the end, the choice of types for mental models were scored by weights. This was to explore the differences between the mental models and the groups in both questionnaires. As a mixed-designed research, both quantitative data and qualitative data from interviews were presented. Three conclusions drawn from the research were: a) Students’ types for mental models of problems solving will be influenced by the context of the question. b) The differences between groups were shown by adopting the score of mental models.c) The context of life situation can help middle and low score groups in problem solving.