有機立體化學成就影響因素及解題模式之研究
摘 要
本研究目的，在探討大學生有機立體化學學習成就的主要影響因素與學習困難的原因。研究從認知訊息處理理論，提出空間能力、推理能力、學習策略及化學先備知識，探討此四項因素與有機立體化學成就的相關以及影響路徑。其次，比較性別、年級、高中低成就組群在空間能力、推理能力、學習策略、化學先備知識及有機立體化學成就測驗的差異，以推論其對有機立體化學學習成就的影響。最後以有聲思考解題晤談法、口語資料分析，以獲悉學生解題行為、解題特質及解題模式質方面的資料。探索解題能力對有機立體化學成就的影響。
研究對象為北區三所大學學生311人。這些學生，均分別接受五種測驗工具的施測及一篇有機立體化學教材的閱讀，以獲得量的資料。晤談對象為13人，由筆測學生中隨機抽出，接受解題晤談，以作為質的分析研究之用。
研究結果發現：空間能力、推理能力、學習策略及化學先備知識四個因素，均與有機立體化學成就，有顯著正相關。四因素可解釋的總變異量為25.7%。而四因素之間的影響路徑，以「線性結構關係」(LISREL)驗證結果，其影響路徑是：「空間能力、學習策略及化學先備知識三者，直接影響有機立體化學成就；推理能力則經由空間能力、化學先備知識，間接影響有機立體化學成就」。
性別、年級及高中低成就等組群的測驗成績比較，以ANOVA、ANCOVA及LISREL等方法考驗。結果發現：男女生在空間能力、推理能力、學習策略、化學先備知識及有機立體化學成就等五項測驗及十四項分測驗成績，均為男生成績高於女生，但在排除年級、系別及推理能力等之共變因子之影響後，均無顯著差異(p>.05)。年級方面，排除性別、系別之共變因子之影響後，除有機立體化學成就一項有顯著差異之外(P<.01)，其餘各項均無顯著差異。高中低成就組群方面，在空間能力、推理能力、學習策略及化學先備知識及有機立體化學成就測驗，均顯示組群間的差異性。
解題晤談研究結果發現，高中低成就組學生，不論在解題行為及解題特質方面，均顯示有明顯差異。此種結果與量的分析結果相符。在解題模式方面，分析13位學生的解題晤談的資料，發現了七種不同型態的解題模式，並且發現男女生在解題模式上的差異。男生善於利用立體圖旋轉方式解題，女生善於平面圖方式解題。
結論：有機立體化學學習成就，不但受到認知因素的影響，也受年級及解題方面的影響。有機立體化學學習困難及成績低落的原因，是因缺乏認知能力、對整體概念理解不清及R,S組態]迷思概念所造成。研究結果對於有機化學及其他學科的學習具實質的幫助，可提供教學及學習之參考。
關鍵詞：有機立體化學、空間能力、推理能力、學習策略、化學先備知識、LISREL、解題模式

The Study of Influence Factors of Achievement in Organic Stereochemistry and Problem Solving Model
Kun-Hsi Liao
Abstract
The purposes of this article were to investigate the factors that influence the achievement in organic stereochemistry and discuss the reasons of learning difficulty in this course. Approach from the information-processing aspect, researcher proposed four-factor variables, spatial ability, reasoning ability, learning strategies and chemical prior knowledge, to examine their relationships with organic stereochemistry achievement and their effecting path diagrams on each other. Then, in order to understand the grouping effect on organic stereochemitry learning, researcher compared the outcome differences among sex groups, class groups and achievement level groups on spatial ability test, reasoning ability test, learning strategies questionnaire, chemical prior knowledge test and organic stereochemistry achievement test. Lastly, researcher used thinking-aloud problem solving method to interview students and analyzed verbal data to understand students' problem behaviors, problem characteristics and problem models.
311 samples collected from three universities in northern part of Taiwan. They completed five test instruments and one hand on reading-material. Paper, pencil tests were analyzed by researcher in quantitative statistical method. Thirteen students, randomly selected from mother group, interviewed by researcher in organic stereochemistry problem solving. Recalling materials were translated to protocol data and analyzed by researcher for qualitative method.
The research results indicated that all four-factor variables, spatial ability, reasoning ability, learning strategies and chemical prior knowledge, positively related to organic stereochemistry achievement. They could explain 25.7% of total variance. The path diagram, identified by Linear Structure Relationship (LISREL), indicated that spatial ability, learning strategies and chemical prior knowledge had a direct effect path on the organic stereochemistry; but the reasoning ability through the spatial ability and chemical prior knowledge had an indirect effect path on the organic stereoechemistry achievement.
Test scores in sex, classes, and achievement level groups, compared by ANOVA, ANCOVA, and LISREL methods. The results indicated that male had higher scores than female on spatial ability test, reasoning ability test, learning strategies questionnaire, chemical prior knowledge test and organic stereochemistry achievement test. But when to the exclusion of three covariance factors, class, department and reasoning ability, male and female had no significant difference at p> .05 on all five tests and 14 sub-tests.
When to the exclusion of two covariance factors, sex and department, class level group had a significant difference at p< .01 on the organic stereochemistry achievement test, while other tests had no significant difference.
Achievement level groups were significantly different at the p< .01 level on all test scores.
In the problem solving parts, the results indicated that the three different level students, high-, middle- and low- groups had apparent differences in problem behavior and problem characteristic. Those results were similar as in the quantitative analysis. In the problem model parts, researcher analyzed thirteen students' verbal data and found seven different types of problem models. Researcher found male and female had different problem solving style. Male used to solve problems with stereographic rotation method and female used two-dimensional picture.
Conclusively, organic stereochemistry achievement was not only effected by individual cognitive factors but also by class, and problem solving skills. The learning difficulty and score depression in organic stereochemistry achievement were attributed to scantiness of cognitive abilities, inability of understanding entire chemical concepts and misconception on R, S configuration determination. These findings would help teachers' teaching and students' learning in organic chemistry and other science subject maters.
Key Word：Organic stereochemistry achievement, spatial ability, reasoning ability, learning strategies, prior knowledge, problem solving model, LISREL.

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