A STUDY ON STUDENTS' KNOWLEDGE STRUCTURE IN LEARNING SCIENCE (1): ANALYSIS OF PROBLEM SOLVING PROCEDURES ON MAGNETIC FORCE BY USING LISP

Abstract

We have been continuously conducting research on students' problem solving about magnetic force. It was found that four rules were used, wherein six answering patterns were constructed by the students within the framework of these rules. In this present research we attempted to form knowledge structure models by using LISP and made an analysis of the problem solving procedures in detail by using the models. Six models were formed on the basis of the six answering patterns. The models in which the problems were used as input presented output as answers corresponding to the six answering patterns. The following four matters were pointed out by the models. (1) Did the students strictly follow the procedures? (2) Did the students possess adequate knowledge about the idea of action and reaction? (3) Did the students make adjustment procedures due to their lack of knowledge about force? (4) How did they understand force? In order to clarify the four matters, 40 college students were requested to answer problems on magnetic force and then were later interviewed on how they were able to solve them. The results were as follows: Some procedures were excluded and transformed by some students on the basis of models. When the procedures were inappropriate, they were simply excluded instead of being adjusted. Many students did not have a clear understanding that magnetic force was the result of action and reaction but had an idea that the objects themselves had the force instead. Even when the students obtained the same results, they were observed to have used different problem solving procedures. As a result, using the models like those that had been presented in this research was found out to be a method useful in analyzing the students' problem solving procedures.