Abstract
The purpose of this study was to determine the relationship between tenth-grade students' problem-solving ability and their science-process skills. The sample consisted of 153 tenth-grade students enrolled at four senior high schools in the Ta ipei area. The investigations employed both quantitative and qualitative methods. The quantitative methods utilized correlation statistics to determine the relationship between these two abilities while the qualitative methods involved semi-structured int erviews to explore the relationships in more depth. The Problem-Solving Ability Test (PSAT), Science-Process Skills Test (SPST), and the Footprint Fossil Interviewing Question were used to assess students' respective ability and skills. The Pearson produc t-moment correlation and t test were used to examine data quantitatively while the Flander's system was employed to analyze qualitative data. Quantitative analyses indicated that a significant correlation existed between students' problem-solving ability and their science-process skills (r = 0.35~0.57, p < .01). In addition, significant mean differences were found on the students' skills of data interpretation, observation, and hypothesis formulation between higher-ability and lower-ability problem solver s (p < .01). Moreover, the qualitative analyses revealed that higher-ability problem solvers performed better on problem solving processes than lower-ability problem solvers. The results suggest that incorporating problem-solving activities and science-pr ocess skills into instruction might be used as a primary vehicle to improve students' problem-solving abilities.
| Keywords: | secondary education; problem-solving ability; science-process skills |
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