技術學院學生學習微處理機介面電路系統之問題解決行為分析研究

Abstract

本研究為達成「建構微處理機介面電路系統問題解決行為架構分類、探討不同受試者於微處理機介面電路系統問題解決之行為差異、探討不同受試者先備知識、學習態度與微處理機介面電路系統問題解決成效之相關性、分析影響微處理機介面電路系統問題解決成效之類別」等研究目的，首先從技術學院電子科日間部及進修部。擇取52名受試者，並將其區分為四組，先以有聲思考法紀錄學生於進行微處理機介面電路系統問題解決時之各項行為，經轉譯為文字後予編碼，最後以SPSS/PC統計分析分析與質性討論，獲得以下結論： 一、建構微處理機介面電路系統問題解決行為架構之分類，共包含瞭解、計畫、檢視與執行等四大類並可細分有23種行為項目。 二、不同受試者於微處理機介面電路系統問題解決行為的比例依序為：檢視類別行為(41.6%)、執行類別行為(39.2%)、計畫類別行為(8.3%)、瞭解類別行為(4.6%)。 (一)、以部別而言：日間部出現次數最多的為「接線調整」；進修部則為「目視檢視」。 (二)、以先備知識而言：高分組出現次數最多的為「驗証結果」；低分組則為「接線調整」。 (三)、以學習態度而言：高低分組出現次數最多的為「目視檢視」。 (四)、以解題時間而言：長時間組出現次數最多的為「接線調整」，短時間組則為「目視檢視」。 (五)、以通過與未通過組而言：通過組出現次數最多的為「接線調整」，未通過組則為「接線分析」。 (六)、以成就分數而言：高分組出現次數最多的為「接線調整」，低分組則為「目視檢視」。 三、與問題解決成效(通過與否、成就分數)相關達顯著水準的為「先備知識」。 四、影響微處理機介面電路系統問題解決成效之類別計有學習態度、專業知識、題意瞭解、計畫能力、自我監控能力、經驗類比、察覺問題徵候、儀器使用、問題剖析與識圖能力等共十項。The study was aimed to achieve the following research purposes: to classify the problem solving behavior of microprocessor interface circuit system, to explore the difference between problem solving behaviors of different subjects, to explore the relationships among subjects’ prerequisite knowledge, learning attitudes and problem solving effects, and to analyze the factors affecting the performance of problem solving on microprocessor interface circuit system. The subjects selected in the study were fifty-two students from the day and night schools of a technological institute and were divided into four groups. Thinking aloud was adopted as the research method to record students’ problem solving behaviors. The transcripts then were coded for the statistic analysis by the SPSS/PC as well as the qualitative inquiry. The major findings are illustrated as the following: 1. The behavior classification of the problem solving model of microprocessor interface circuit system has been divided into four categories as understanding, planning, inspecting and executing; and further into twenty-three subcategories. 2. The percentage of the problem solving model of microprocessor interface circuit system was: inspecting behavior (41.6%), executing behavior (39.2%), planning behavior (8.3%) and understanding behavior (4.6%). (1) The highest frequency appearing in day school is “connecting adjustment” while in night school is “observing examination.” (2) The highest frequency of the prerequisite knowledge in the upper level is “verifying results” while in the lower level is “connecting adjustment.” (3) The highest frequency of the learning attitude in both of the upper and lower level is “observing examination.” (4) The highest frequency of the deal time in long periods is “connecting adjustment” while in short periods is “observing examination.” (5) The highest frequency of the pass/not passed in the pass group is “connecting adjustment” while in the not-passed one is “connecting analysis.” (6) The highest frequency of the achievement score in the upper level is “connecting adjustment” while in the lower level is “observing examination.” 3. The factor related to the significant effects (pass or fail, achievement scores) on problem solving is “prerequisite knowledge.” 4. This study found that learning attitudes, professional knowledge, reading apprehension, planning ability, self-efficacy, experience analogy, perception of question symptom, ability of utilizing instruments, ability of problem analyzing and map reading have been the major items of affecting the performance of the subjects’ problem solving of microprocessor interface circuit system.