本研究援引認知心理學之研究成果，分析學生建構假說之歷程，並以訊息
處理的記憶系統模型，將此建構假說歷程的心智模型表徵出來，希望對學
生建構假說的歷程有更深入的了解，並作後續研究的基礎。研究採定性研
究法，研究對象為台北縣、市未學習過力學單元的國二學生，研究工具內
容以力學概念為主，研究結果發現：學生並非如部份研究者或教師所認為
的－循辨認變因、控制變因及關係猜測之過程提出假說，此一過程至少是
其先入概念、問題表徵及思考策略交互作用的結果。學生的假說建構是一
複雜的心智活動歷程，不論以先入概念或問題表徵或思考策略都很難將此
一思考歷程截然分類而還能夠清楚的描述該類型學生建構假說的特徵，此
一研究結果和建構主義的觀點相呼應，每個學生都是主動對外界建構意義
的認知主體，對於『建構假說』這個高度心智活動的歷程我們很難以單一
的因素將其歸類，而傳統的能力層次分類除了評量沒有太大的教育意涵，
唯有從動態的觀點去了解影響此一歷程成功的重要關鍵，方能對教學施以
最好的處方。

In this study, the results of cognitive psychology research
were used to analysis the hypotheses-formulating processes of
students. And the memory-system model of information-processing
was used to represent the process. Qualitative research method
was adopted in this thesis to study the hypothese-formulating
processes of junior-high school two-grade students who lived in
Taipei City & Taipei County. The students haven't learned the
course of mechanics. The content of research instrument focuses
on the concept of mechanics. The research finded that students
construct hypto- theses not by variables-distinguishing and
variables- controlling but by the interaction of their
preconception、 problem representation and thinking strategy.
The hypotheses-construction of students is complicated mental
activity. No matter by preconception、 problem-representation
or thinking strategy, it is hard for us to classify and
describe the characteristics of students' hypotheses-
construction clearly. The result of research is analogical to
the spirit of constructism. It doesn't make sense in education
to classify students' hypotheses-constructing processes by
traditional competence- level and it is hard to classify
students' hypotheses- constructing procesess by one single
factor. Only realizing the key components of the students'
hypotheses-constructing processes provide the best treatment to
educational work.
In this study, the results of cognitive psychology research