摘要
本研究旨在應用概念詮釋結構模式(concept advanced interpretive structural modeling, CAISM) 及相似性聚類分析演算法(Similarity-Based Robust Clustering Method, SCM)，分析國小五年級學童的時間化聚計算之概念結構。採用自編的「時間化聚計算測驗」為研究工具，以臺中縣及彰化縣的 450 名國小五年級學童為研究對象，並應用SCM 演算法將全體受試者分為3 群，進而探討各群組受試者之時間化聚計算概念階層結構圖的特徵及差異。其次研究者比較總分相同但反應組型不同的受試者其概念階層結構之異同；另外，也比較各群組學童的概念階層結構圖與專家的概念階層結構圖之差異。研究結果顯示：(1) CAISM 可以有效表徵時間化聚計算概念結構並進行分析比較；(2)不同群組之時間化聚計算概念階層結構圖有差異存在；(3)不同群組之受試者在試題內的解題策略明顯不同；(4)答對題數相同但反應組型不同的受試者其時間化聚計算概念結構不盡相同；(5)依據個別化的時間化聚計算概念階層結構圖，其概念連結指向關係表示個別學生對於各概念的精熟度與發展順序，可作為教學者補救教學之參考；(6)以專家的概念階層結構圖為參照標準，各群組的CAISM 圖之相似性係數與專家的CAISM 圖之相似性係數有顯著的差異。上述之結果與發現，有助於教學者了解學童時間化聚計算概念結構，以及做為實施補救教學或適性化分組教學之參考。

Abstract
The purpose of this study is to analyze concept structure of time unit conversion for fifth-graders by CAISM (Concept Advanced Interpretive Structural Modeling) and SCM (Similarity-Based Robust Clustering Method). There are 450 fifth graders in Taichung and Changhua were tested by self-designed time unit conversion concept test, and these task-takers are classified into 3 groups via SCM. We then compare the CAISM graphs’ characteristics and differences among these groups. We also compare the individualized hierarchical structures of the task-takers who got the same scores with different response patterns. In addition, the comparisons of CAISM graphs among these groups and experts are discussed in this study. The results are: (i) the CAISM can efficiently represent the time unit conversion concepts and analyze the conceptual structures; (ii) the students’ conceptual structures of time unit conversion are different among these groups; (iii) the problem-solving strategies of the task-takers of these three groups in each item vary greatly; (iv) the conceptual structures of the task-takers who got the same total scores and distinct response patterns are different; (v) according to the individualized CAISM graph of time unit conversion concepts, the information of the links among concepts can provide the references for remedial instruction; (vi) based on the referenced standard of experts’ concept structures, the similarity indices of the CAISM graphs of each group are significantly different from experts. Based on these results, this study can help teachers to realize the students’ concept structure of time unit conversion and provide the information about remedial instruction or group teaching.

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