運用問題表徵方式評量七年級學生之化學概念理解

Using Problem Representation to Assess Seventh Grade Pupils' Understanding of Chemical Concepts

本研究為個案研究旨在探討問題表徵作為評量學生概念理解的可行性。研究者使用Kolb的學習風格量表篩選四種不同學習風格的四位7年級學生為研究對象。自行發展化學反應速率問題解決評量工具，以收集學生的問題表徵內容；並另外發展化學反應速率情境評量工具做為評量學生概念理解的工具，以了解學生對化學反應速率的概念理解。研究發現：1.學生的問題表徵內容能反映其科學概念和迷思概念，而且與其概念理解也呈現相當高的一致性。2.使用問題表徵來評量學生的概念理解，不僅能評量學生無法解題時，是因為無法理解問題或不瞭解概念；也能評量學生正確問題解決時，是認識概念（僅知道名詞，無法提出解釋）或理解概念（瞭解概念的意義，且能提出解釋）。

This study investigates the feasibility of using pupils' problem representation as an alternative method to assess their conceptual understanding. Using Kolb's learning style measure, 4 seventh grade students were selected as samples. By instructing the students to measure chemical reaction rates themselves, we obtained different forms of problem representation. Students' measurements of the chemical reaction rate were used to assess their conceptual understanding. The results of this study are as follows: (1) Students' problem representations show that both their understanding and misconceptions on science are correlated with their conceptual understanding. (2) Using students' problem representations, we are able to not only assess students' understanding of science, but also determine whether they misunderstand the problem or the scientific concept when providing incorrect answers. Conversely, if students solve the problem correctly, we assess their conceptual knowledge and the method they employed to solve the problem.