中文摘要
　　本研究之目的在探討國三學生解「力與運動」相關問題時的概念表現與行為歷程，主要是採用質性研究的方式，先對研究者所任教學校的218名國三學生進行紙筆測驗，再從中擇選成績表現分屬高、中、低的學生共8名進行放聲思考解題、訪談與回饋問卷等活動，隨後參考Bransford與Stein（1984）所提出的 IDEAL 解題歷程模式對學生的解題歷程行為進行編碼與分析。
　　研究結果顯示（一）國三學生在「力與運動」相關單元是具另有概念的，如：受生活經驗的影響，無法想像光滑無摩擦力的理想狀態，甚至認為物體需克服重力，才能由靜止狀態啟動；此外，多數學生能使用阿基米德浮力公式進行解題，但對浮力的成因卻一無所知。（二）國三學生在解「力與運動」相關試題的行為歷程確實是具有階段性的，並符合IDEAL 解題歷程模式。（三）圈關鍵字、公式法、類推、心算與簡化計算等為學生解「力與運動」相關試題時常用的策略，但倘若要教導低成就同學時，會再輔以示意圖與情境模擬等策略來協助對方瞭解題意。（四）影響解題成敗的因素之一為試題本身，如：文字描述的方式、解題所涉及概念的難易度，以及解題所需步驟的多寡等；此外，解題者本身的特質也是影響解題成敗的因素之一，當中解題者所具備物理概念的質與量，相較於解題策略與歷程的表現，對解題成敗具有更深遠的影響。

Abstract
Using the qualitative research method, the purpose of this study was to explore the performance and behaviors of the ninth graders while solving force and motion" problems. At beginning 218 ninth graders in the school which the researcher teaches in took a paper test then by the score of the test, 8 students sorted by high, middle and low grade levels were chosen to join the thinking aloud problem-solving, interview and feedback questionnaire activities. Then the researcher started to encode and analyze the students’ behaviors of problem-solving by referring to the "IDEAL" mode of Bransford and Stein (1984).
The results showed that (1) the ninth graders have alternative conceptions about the "force and motion". Influencing by the life experience, students can not imagine an ideal plane which is smooth and frictionless, as well as they think that the object has to overcome the gravity force in order to move from static state. In addition, most students can use the Archimedes’ buoyancy formula for problem-solving, but have no idea about the causes of buoyancy. (2) the ninth graders solve the "force and motion" related problems stage by stage which conforms to the "IDEAL" mode. (3) the strategies such as highlight key words, use formulas, reason by analogy, mental arithmetic and simplifying calculation were often used by students to solve the "force and motion" related problems. When teaching cohorts who got low scores in test, schematic and scenario strategies were used complementary by students to help for understanding the meaning of the problem. (4) one of the important factors that affect problem-solving is the test item itself, such as: text description of the problem, difficulty of the concept used in problem-solving, as well as the quantity of required steps in problem-solving, etc. In addition, the characteristic of the problem solver itself is one of the important factors also. Comparing to strategies and behaviors of problem-solving, the success of problem-solving has deeply influenced by the sound physical concepts that the solver owned.

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